THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


V   ^       - 


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rite 


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SHORTHAND 
SIMPLIFIED 

REVISED    AND    ENLARGED 
A  COMPLETE  TEXT-BOOK 


ON 


PHONOGRAPHY 

PRESENTING  THE  SUBJECT  IN  A  VERY  CLEAR 

AND  COMPREHENSIVE  MANNER  ;  ALSO 

CONTAINING  A  SPECIAL 

CHAPTER  ON 

CAPITALIZATION   AND   PUNCTUATION 


GEORGE    W.   DAVIS 


THE  BRYANT  &  STRATTON  PUBLISHING  CO. 

BUFFALO,  N.  Y. 

1906 


Copyrighted  1906,  by  George  W.  Davis 


BUFFALO     N     Y 


THIS  revised  edition  of  Shorthand  Simplified  is  the 
result  of  an  earnest  effort  on  the  part  of    the 
author  to  further  make  the  study  of  shorthand 
easier,  particularly  to  the  pupil  of  only  average  ability, 
and  at  the  same  time  to  make  it  much  more  interesting 

to  all.     The  work   has  been    thoroughly  tested  in  the 
«2 
i    schoolroom  and  found  in  every  way  satisfactory. 

>*        The  arrangement  of  the  subject  matter,  and  the  divi- 

oo 

g    sion  of  the  lessons  make  the  book  particularly  adaptable 

CQ 

3    to  High  Schools  and  Colleges. 

No  changes  of  moment  have  been  made  in  the  system 

•2 

as  presented  in  former  editions,  so  no  confusion  will  be 
in 
z    experienced  in  taking  up  the  new  book  by  those  who 

have  used  the  old. 

"Position"  is  taught  from   the    beginning,  and  the 
pupil  soon  writes  words  in  their  natural  position  without 
P    apparent  effort. 

The  sentences  in  both  the  reading  and  writing  ex- 
ercises, which  begin  with  the  second  lesson,  have  been 
selected  with  great  care  and  only  such  words  or  outlines 
used  as  will  not  conflict  with  subsequent  principles. 


452258 


The  arrangement  of  the  words  in  columns  in  the 
writing  lessons,  with  each  one  numbered,  will  be  found  ad- 
vantageous to  both  teacher  and  pupil,  while  the  questions 
at  the  end  of  each  lesson  will  be  serviceable  to  the  pupil 
in  enabling  him  to  determine  for  himself  how  thoroughly 
he  understands  the  lesson. 

The  large  amount  of  additional  matter,  in  the  form  of 
sentences,  both  to  read  and  to  write,  which  has  been 
added,  will  be  found  ample  for  those  who  desire  much 
of  this  work  to  do.  If  there  is  more  than  some  teachers 
require,  part  may  be  omitted. 

The  high  character  of  the  engraving  and  printing  will 
be  appreciated  by  all,  and  it  is  hoped,  will  inspire  in  the 
pupil  a  desire  to  do  neat  and  accurate  work,  which  is  so 
essential  to  success. 


tn 


WHEN  YOU  ENTER  upon  the  study  of  Short- 
hand, do  so  with  a  determination  to  stick  to  it 
till   you  can  do  good  work.     Do  not  get  the 
erroneous  idea  that  shorthand  can  be  learned  only  by  a 
talented   few.     There  is  nothing  of  mystery  about  the 
art ;  its  principles  are  simple,  and  a  given  degree  of  pro- 
ficiency in  it  can  be  obtained  more  quickly  than  in  either 
grammar  or  arithmetic. 

MASTER   EACH   LESSON 

If  you  will  accept  advice  of  the  utmost  importance, 
you  will  master  each  lesson  as  you  proceed,  no  matter 
how  long  it  may  take  you.  Do  this,  and  you  will  be 
surprised  at  the  ease  with  which  shorthand  can  be 
learned.  Many,  in  their  eagerness  to  "get  through  the 
book,"  skim  over  the  lessons,  and,  as  a  result,  get  the 
principles  confused  ;  are  unable  to  write  correctly,  con- 
sequently cannot  read  their  notes. 

PAPER — PENCILS 

Use  good  paper  and  good  pencils ;  they  are  necessary 
to  good  work.  Shorthand  note  books  opening  at  the 
end  are  generally  preferred.  Beginners  will  find  the  use 
of  double  or  triple  lined  paper  of  assistance  in  getting 
their  strokes  of  uniform  length,  which  is  very  important. 

Make  your  outlines  small,  and  make  them  well.  About 
one-eighth  of  an  inch  is  the  standard  used  in  this  work, 
and  that  size  is  found  very  satisfactory  to  most  pupils. 


PACK 

LESSON  No.  i 1-5 

Consonants,  I  ;  Remarks,  2  ;  Method  of  Writing,  2-4 ; 
Joining  Consonants  and  Reading  Exercise,  4  ;  Writing 
Exercise,  5  ;  Questions,  5. 

LESSON  No.  2 6-13 

Heavy  Dots — Long  Vowel  Sounds,  6-8  ;  Position  of 
Words,  8-9  ;  Placing  of  Vowels,  10  ;  Reading  Exercise, 
n  ;  Writing  Exercise,  12  ;  Questions,  13. 

LESSON  No.  3 14-19 

Heavy  Dashes — Long  Vowel  Sounds,  14  ;  The  and  A, 
15-16  ;  Reading  Exercise,  17  ;  Writing  Exercise,  18  ; 
Questions,  19. 

LESSON  No.  4 20-23 

Light  Dots — Short  Vowel  Sounds,  20 ;  Reading  Exercise, 
21  ;  Writing  Exercise,  22  ;  Questions,  23. 

LESSON  No.  5 24-28 

Light  Dashes — Short  Vowel  Sounds,  24-25  ;  Reading 
Exercise,  26  ;  Writing  Exercise,  Questions,  27-28. 

LESSON  No.  6 29-35 

Diphthongs,  29-30  ;  Vowel  Word  Signs,  30-31  ;  Punctua- 
tion, Accent,  32  ;  Reading  Exercise,  33  ;  Writing  Exer- 
cise, Questions,  34-35. 

LESSON  No.  7 36-40 

Simple  Consonant  Word  Signs,  36-38  ;  Reading  Exercise, 
39  ;  Writing  Exercise,  40. 

LESSON  No.  8 41-46 

Pronoun  /,  41-42  ;  Tick  for  He,  42  ;  The,  A,  An  and  And, 
43  ;  Reading  Exercise,  Writing  Exercise,  Questions,  44-46. 

LESSON  No.  9 47-54 

Brief  Signs  for  S  and  Z,  47-50  ;  Use  of  S  and  Z  Strokes,  50- 
51  ;  Reading  Exercise,  Writing  Exercise,  Questions,  52-54. 

vi 


LESSON  No.  ro.... 55-59 

Uses  of  Ar  and  Ray,  55-56  ;  Reading  Exercise,  57  ;  Writ- 
ing Exercise,  Questions,  58-59. 

LESSON  No.  n 60-65 

Uses  of  El  and  Lay,  60-61  ;  Uses  of  Ish  and  Shay,  62  ; 
Reading  Exercise,  63  ;  Writing  Exercise,  Questions,  64-65. 

LESSON  No.  12 66-71 

H  Represented  by  a  Dot,  66 ;  Uses  of  H  Stroke,  66-67  I 
Word  Signs,  68 ;  Reading  Exercise,  69 ;  Writing  Exer- 
cise, Questions,  70-71. 

LESSON  No.  13 72-79 

W  Stroke  and  Semicircles,  72-73  ;  W  Hook  and  When  to 
Use;  73;  Weh  and  Wuh,  74;  Circle  Prefixed  to  Weh  and 
With,  74-75;  When  to  Use  Weh  and  Wuh,  75;  Brief 
Signs  for  F,  75-76  ;  Reading  Exercise,  77  .  Writing  Exer- 
cise, Questions,  78-79. 

LESSON  No.  14 80-86 

Brief  IF  and  F  in  Vowel  Places,  80-81 ;  Affix  Signs,  81-82  j 
Word  Signs,  83;  Reading  Exercise,  84;  Writing  Exer- 
cise, Questions,  85-86. 

LESSON  No.  15 87-92 

The  L  Hook,  87-88  ;  General  Use,  88 ;  Vocalization  of  L 
Hook  Consonants*  88  .  Imperfect  Hooks,  89 ;  Iss  Joined 
to  L  Hooks,  89 ;  Reading  Exercise,  90 ;  Writing  Exercise, 
Questions,  91-92. 

LESSON  No.  16 93-98 

The  R  Hook,  93-94  ;  Vocalization,  Use  and  Names  of,  94-5  ; 
Circles  Prefixed,  95  ;  Reading  Exercise,  96 ;  Writing  Exer- 
cise, Questions,  97-98. 

LESSON  No.  17 99-104 

Special  Use  of  L  and  R  Hooks,  Special  Vocalization,  99- 
100;  Circle  and  R  Hook  Between  Strokes,  100-101  ; 
Guide  to  Use  of  L  and  R  Hooks,  101 ;  Reading  Exercise. 
102  ;  Writing  Exercise,  Questions,  103-104. 

LESSON  No.  18 105-111 

Enlarged  L  and  R  Hooks,  Vocalization,  105-106;  In,  Un 
or  En,  106 ;  Unnecessary  to  insert  all  Vowels,  Word 
Signs,  107-108;  Reading  Exercise,  109;  Writing  Exer- 
cise, Questions,  no-ill. 

vii 


LESSON  No.  19 112-117 

Hooks  for  F,  V  and  N,  Vocalization,  112-113  ;  Circles  and 
Loops  Added,  113-114;  When  to  Use,  114;  Reading  Exer- 
cise, 115;  Writing  Exercise,  Questions,  116-117. 

LESSON  No.  20 118-122 

Shon  and  Tiv,  118;  Eshon  Hook  and  Vocalization  of, 
119;  Reading  Exercise  120;  Writing  Exercise,  Ques- 
tions, I2I-I22. 

LESSON  No.  21 123-129 

M  Shaded  to  Add  P  or  B,  123  ;  Lengthened  Strokes  and 
Vocalization  of,  123-125;  There,  Their,  etc.,  Added,  125; 
Reading  Exercise,  126;  Writing  Exercise,  127-128  ;  Ques- 
tions, 129. 

LESSON  No.  22 130-132 

Word  Signs,  130  j  Writing  Exercise,  131-132. 

LESSON  No.  23 133-142 

Shortened  Letters  and  Method  of  Reading,  133-135  ;  When 
Not  to  Shorten,  135-138  ;  Derivatives,  138  ;  Reading  Exer-  - 
cise,  139  ;  Writing  Exercise,  Questions,  140-142. 

LESSON  No.  24 143-144 

Half  Length  Word  Signs,  143  ;    Writing  Exercise,  144. 

LESSON  No.  25 145-152 

Brief  Prefix  Signs,  145-148 ;  Reading  Exercise,  149 ; 
Writing  Exercise,  150-151  ;  Questions,  152. 

LESSON  No.  26 i53-!59 

Affixes,  153-155  5  Lapping,  155  ;  Reading  Exercise,  156 ; 
Writing  Exercise,  Questions,  157-159. 

LESSON  No.  27 160-165 

Phrase  Writing,  160  ;  When  Not  to  Phrase,  160  ;  Position 
of  Phrases,  161  ;  Omission  of  Consonants,  162  ;  Reading 
and  Writing  Exercises  and  Questions,  163-165. 

LESSON  No.  28... 166-171 

Omission  of  Words,   166-168 ;  Brief  W  and  Y  Enlarged, 
168-169  ;  Reading  and  Writing  Exercises  and  Questions,    . 
170-171. 

LESSON  No.  29 172-180 

Reporting  Expedients,  172-176 ;  Reading  and  Writing 
Exercises  and  Questions,  177-180. 

Advanced  Word  Signs,  181-99;  Exercise  on  Word  Signs,  200-01  ; 
Shorthand  Notes",  203- 16 ;  Translation  of  Shorthand  Notes, 
217-28  ;  Guide  to  Use  of  Capitals,  229-31  ;  Punctuation,  232-47. 

viii 


Lesson  No.  1 


Learn  the  following  phonographic  characters  : 

Phonographic  Consonant  Sound        Phonographic  Consonant  Sound 

Character.  it  Represents.  Character.  it  Represents. 


\ 


(called  chay) ch 


(called  gay)  g 

V^    f 

y  as  in  thin  (called  ith)    th 

( 

\  as  in  then  (called  the)  th 


-Jj    (called  ish) sh 

.X       (called  zhay) zh 

(called  lay) 1 


(called  ray 
(     " 


1 


''.;...-•- 


two  signs   r 


(called  way) w 


__^      (called  ing) ng 

x^      (called  hay) h 


NOTE.     The  arrow  is  used  above  merely  to  show  the  direction  in 
which  the  stroke  is  written. 

I 


REMARKS 

1 .  The  foregoing  list  contains  the  consonants  of  the 
phonographic  alphabet.     It  will   be  noticed   that   these 
consonants  are  represented  by  light  and  heavy  strokes. 
These  correspond  exactly  with  the  sounds  ;  thus,  p,  hav- 
ing a  light  sound,  is  represented  by  a  light  stroke,  and 
b,  having   a   heavy   sound,  is  represented   by  a  heavy 
stroke,  and  so  on  through  the  alphabet. 

2.  In  writing  the  characters,  make  the  light  lines  very 
light  and  give  just  pressure  enough  to  the  heavy  ones  to 
make  them  distinguishable. 

Form  the  letters  with  one  stroke  of  the  pen  or  pencil ; 
never  go  over  a  line  to  ' '  touch  it  up  "  or  to  make  it 
heavy.  The  heavy  curves  should  taper  to  a  light  line  at 
each  end. 

3.  Hold  the  pen  between  the  thumb  and  first  finger, 
the  same  as  for  longhand,  but  less  inclined.     Do  not  clinch 
the  pen,  as  that  hinders  speed  and  makes  the  writing  stiff 
and  tiresome. 

4.  The   alphabet   should   be   written   and   re-written 
until  the  characters  can  be  formed  readily  and  well.     Page 
after  page  may  be  filled  with  profit. 

5.  Use  a  fine  pen   or  a  sharp,  stenographic  pencil. 
When  practicing,  have  several  well-sharpened  pencils,  so 
that  as  soon  as  one  becomes  dull  another  may  be  taken. 


METHOD  OF  WRITING 

6.     Two  of  the  characters,  1  and  sh,  are  written  both 
upward  and  downward. 


(a.)  When  /  is  written  upward  it  is  called  Liy,  and 
when  written  downward  it  is  called  el. 

(6.)  When  1  stands  alone,  that  is  when  it  is  the  only 
stroke  in  the  word,  it  is  always  written  upward. 

(c.)  When  sh  is  written  downward  it  is  called  ish, 
and  when  written  upward  it  is  called  shay. 

(d. )  When  sh  stands  alone,  that  is  when  it  is  the  only 
stroke  in  the  word,  it  is  always  written  downward. 

7.  All  horizontal  strokes  (£,  gay,  m,  n?  ing)  are 
written  from  left  to  right. 

8.  Hay,   and   the   straight   line   for   r   (ray),  must 
always  be  written  upward.     All  other  inclined  strokes 
(except  lay  and  shay)  are  written  downward. 

9.  Ray,  being  written  upward,  is  more  slanting,  when 
standing   alone,    than    chay,   which   is   always    written 
downward.     They  are  thus  easily  distinguishable. 

The  slant  of  an  inclined  stroke  may  sometimes  be 
varied  slightly,  in  order  to  secure  a  sharper  angle  with 
the  stroke  to  which  it  is  joined. 

chay-ray    ray-k        ray-p  f-n  f-p          lay-s        lay-m 


10.     The  pen  or  pencil  should  not  be  lifted  in  writing 
any  group  of  consonants  ;  thus, 

p-t       p-chay        p-ray          p-p          p-b  b-p  m-m 

^      >       V      \     \      \     ~ 

n-m-lay    b-ar-k      f-k  lay-shay       m-ish  f-v     ray-el 


11.  In  writing  pb  (see  preceding  illustration)  begin 
with  a  light  line  and  gradually  increase  to  a  heavy  one. 
In  writing  bp  begin  with  a  heavy  line  and  gradually 
taper  to  a  light  line.     Pp  is  one  continuous  light  line. 

12.  Two  or  more  consonants  joined  together  are  called 
an  outline. 

13.  Read  the  following  exercise  over  and  over  until 
every  outline  can  be  read  without  hesitation. 


READING  EXERCISE  —LESSON  No.  1 


14.  Write  again  and  again  the  phonographic  outlines 
in  the  following  exercise  until  you  can  form  the  charac- 
ters quite  readily  and  well.  Give  but  little  extra  pressure 
to  the  pen  or  pencil  in  writing  the  heavy  lines.  Make  all 
the  characters  the  same  size  as  shown  in  the  Reading 
Exercise.  Notice  particularly  the  slant  of  the  curves 
and  the  degree  of  curvature. 

4 


WRITING  EXERCISE.— LESSON  No.  1 

B-k,  b-k-m,  b-k-n,  b-k-lay,  lay-b,  t-chay,  j-b,  ray-n, 
shay-k,  ar-m-n,  ray-d-m,  p-p,  p-b,  d-d,  d-t,  lay-ray,  lay- 
ar,  ith-m,  v-m-n,  t-d,  ish-p,  hay-ray,  shay-k,  z-k,  m-lay- 
shay,  f-t,  f-n,  chay-gay,  ray-el,  ray-ith,  f-gay,  chay-s, 
f-ish,  f-shay,  lay-m,  f-ing,  f-v,  k-ray,  t-n,  chay-k-el, 
ray-s,  m-n-k-el,  zhay-ar,  n-hay,  hay-n,  b-d,  d-b,  j-b,  b-j, 
hay-ing. 

QUESTIONS  —LESSON  No.  1 

1.  What  letters  may  be  written  either  upward  or  downward? 

2.  How  are  ray  and  chay  distinguished  ? 

3.  In  what  direction  must  ray  always  be  written  ? 

4.  What  name  is  given  to  /  when  written  upward  ? 

5.  Is  ray  ever  written  downward  ? 

6.  What  is  an  outline  ? 

7.  In  what  direction  are  the  horizontal  letters  written  ? 

8.  What  name  is  given  to  ch  ? 

9.  Name  the  horizontal  letters. 

10.  Why  is  b  written  with  a  heavy  stroke  and  p  with  a  ligat  one  ? 

11.  In  what  direction  is  chay  written  ? 


Lesson  No.  2 


VOWELS 

15.  There  are  twelve  vowel  sounds  and  four  diphthong 
sounds  used  in  phonography.  The  vowel  sounds  are 
represented  by  heavy  and  light  dots  and  by  heavy  and 
light  dashes.  The  diphthongs  are  represented  by  wedge- 
shaped  marks. 

The  consonants  of  a  word  are  written  first,  the 
vowels  afterward. 


HEAVY  DOTS— LONG  VOWEL  SOUNDS 

1 6.  The  sounds  of  e,  a  and  a h  are  each  represented 
by  a  heavy  dot. 

17.  The  heavy  dot  for  the  sound  of  long  e  (as  heard 
in  eat  and  eve)  is  always  written  opposite  the  beginning 
of  a  consonant  stroke. 

1 8.  The  heavy  dot  for  the  sound  of  long  a  (as  heard 
in  ale)  is  always  written  opposite  the  middle  of  a  con- 
sonant stroke. 

6 


1 9.  The  heavy  dot  for  the  sound  of  ah  (as  heard  in 
calm  and  arm )  is  always  written  opposite  the  end  of  a 
consonant  stroke  ;  thus, 

Sound.  Example.  Sign. 

e     (as  in  eve) I     (Called  a  long  first-place  vowel.) 

a     (as  in  ale) '(     (Called  a  long  second-place  vowel.) 

ah     (as  in  calm) .(     (Called  a  long  third-place  vowel.) 

20.  The  t  stroke  in  the  above  illustration  is  used  merely 
for  the  purpose  of  showing  the  position  of  the  vowel,  but 
i  s  no  part  of  the  vowel. 

2  r .  Remember  that  the  dots  do  not  represent  letters, 
but  sounds.  For  instance,  a  heavy  dot  written  at  the 
beginning  of  a  stroke  does  not  represent  the  letter  e,  but 
only  the  long  sound  of  e  (e)  as  heard  in  the  words  eat, 
eel,  pier,  etc.  Another  sign  will  be  used  to  represent 
the  short  sound  of  e  (e)  as  heard  in  Ed,  fed,  etc. 

22.  In  learning  the  vowel  sounds  always  remember 
the  words  given  as  examples  ;  they  will  serve  as  ' '  keys  ' ' 
in  case  of  doubt. 

23.  As  lay,  shay,  ray  and  hay  are  always  written 
upward,   a  first  place  vowel   beside   these   strokes   will 
always  be  at  the  bottom  (which  is  the  beginning  of  the 
stroke)  ;  thus, 

lee  reed  Hebe  sheath 

C          A 


24.  in  phonography,  or  shorthand  as  it  is  commonly 
called,  all  words  are  spelled  by  sound  and  all  silent 
letters  omitted  ;  thus,  day  is  spelled  da  ;  tea,  te  ;  make, 
mak  ;  came,  kam  ;  dough,  do  ;  phrase,  fraz  ;  knave,  nay  ; 
pay,  pa ;  rough,  ruf  ;  etc. 

The  ordinary  spelling,  therefore,  often  gives  no  guide 
as  to  the  phonographic  spelling.  At  first  the  pupil  may 
find  spelling  by  sound  somewhat  difficult,  but  after  a 
little  practice  he  will  be  surprised  to  see  how  easy  it 
really  is. 


POSITION 

25.  For  reasons  which  will  be  made  apparent  here- 
after, the  consonant  outlines  of  words  are  written  in  three 
positions,  as  follows : 

1.  In  the  first  position,  which  is  above  the  line. 

2.  In  the  second  position,  \vhich  is  on  the  line. 

3.  In  the  third  position,  which  is  through  the  line,  ex- 
cept for  horizontal  consonants,  which  are  written  below  it. 


RULE   FOR  WRITING  WORDS   IN  THEIR 
POSITION 

26.  The  first  perpendicular  or  inclined  stroke  of  a 
word  is  written  in  the  position  denoted  by  the  vowel 
(or  the  accented  vowel  when  there  is  more  than  one 
vowel) ,  without  regard  to  the  position  of  the  other  strokes  ; 
hence,  it  is  not  always  the  first  stroke,  but  the  first 


perpendicular  or  inclined  stroke  of   a  word   that   is 
written  in  the  position  denoted"  by  the  vowel :  thus, 
keep       wreak    beneath    veal         vale      cape       balm 

"\ I" Y~"  "-\^j         • 

(a.)  When  the  vowel  (or  accented  vowel)  of  a  word 
is  a  first  place  vowel,  the  consonant  outline  is  written 
above  the  line,  in  accordance  with  the  above  rule  ;  thus, 

beam       meek       sheep       repeal         Pelee        kneel 

V-N  <~^ 


NOTE.  For  first  position  words,  the  general  rule  is  to  rest  the 
bottom  of  the  first  perpendicular  or  inclined  stroke  half  the  height 
of  a  t  above  the  line.  But  when  horizontals  are  the  only  conso- 
nants in  a  first  place  word,  they  are  written  the  full  height  of  the 
t  above  the  line.  The  exact  distance  above  the  line  of  a  first  place 
word  is,  however,  largely  a  matter  of  convenience  of  the  writer. 

(6.)  When  the  vowel  (or  accented  vowel)  of  a  word  is 
a  second  place  vowel,  the  consonant  outline  is  written  on 
the  line  in  accordance  with  the  above  rule  (No.  26);  thus, 

bake        came          rake       fame       name      became    decay 


(c.)  When  the  vowel  (or  accented  vowel)  of  a  word  is 
a  third  place  vowel,  the  consonant  outline  is  written 
through  the  line,  in  accordance  with  the  above  rule 
(No.  26),  unless  the  consonants  are  all  horizontals,  in 
which  case  they  are  all  written  below  the  line  ;  thus, 
far  becalm  bath  arc  Czar  ma  calm 


t 


... 


HOW  TO   PLACE  THE  VOWELS 

In  shorthand  we  read  the  same  as  in  longhand  ;  namely, 
from  the  top  down,  and  from  left  to  right ;  hence, 

27.  A  vowel  to  be  read  before  a  consonant,  must  be 
placed  : 

(a.)  Above  a  horizontal  stroke  or  to  the  left  of  a 
perpendicular  or  inclined  stroke. 

A  vowel  to  be  read  after  a  consonant,  must  be  placed  : 

(&.)  Belo w  a  horizontal  stroke  or  to  the  right  of  a 
perpendicular  or  inclined  stroke. 

NOTE.  The  small  cross  in  the  Reading  Exercise  is  used  to  indi- 
cate the  end  of  a  sentence.  Two  parallel  lines  under  a  word  indi- 
cate a  proper  name. 


READING  EXERCISE— LESSON  No.  2 


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WRITING  EXERCISE— LESSON  No.  2 


i  peak             15  sheep             29  decay 

43  make 

2  beam            16  eel                  30  jay 

44  aim 

3  ease             17  me                 31  Jake 

45  maim 

4  teak              18  neap               32  cape 

46  May-day 

5  teeth            19  knee              33  cage 

47  knave 

6  teem             20  pay-day        34  came 

48  name 

7  pewee          21  take               35  gauge 

49  weigh 

8  deem            22  Abe               36  game 

50  palm 

9  cheek           23  bake              37  fame 

51  balm 

10  fee                24  eight             38  faith 

52  calm 

ii   Phoebe        25  tape               39  vague 

53  ma 

12  eve               26  tame              40  shape 

54  ha 

13  thee             27  aid                 41  shake 

55  aha 

14  sea*               28  dame             42  ale 

56  Ada 

i.     They  came  each  May. 

2.     See  Phoebe  take  aim. 

3.     They  say,  aha  ! 

4.     Take  me,  teach  me,  keep  me. 

5.     They  see  Eva  each  day. 

6.     She  may  teach  Mayme. 

7.     Faith  may  make  Ray  meek. 

8.     Each  team  may  take  eight. 

9.     See  Lee  ape  May. 

10.     They  name  each  game. 

ii.     She  may  pay  me,  they  say. 

12.     Vague  aim  may  delay  fame. 

13.     They  became  tame. 

14.     Each  may  name  eight. 

15.     They  bathe  babe  each  day. 

QUESTIONS—LESSEN  No.  2 

1.  How  many  vowel  sounds  are  used  in  phonography  ? 

2.  How  many  diphthongs  are  used  ? 

*  3.     What  is  used  to  represent  the  long  sound  of  e  ? 

4.  Where  is  it  always  placed  ? 

5.  What  sound  is  represented  by  a  heavy  dot  placed  opposite 
the  end  of  a  consonant  stroke  ? 

6.  Do  the  heavy  dots  represent  letters  or  sounds  ? 

7.  What  two   consonant  strokes   are  always   written    upward 
and  never  downward  ? 

8.  How  are  words  spelled  in  shorthand  ? 

9.  In  how  many  positions  are  words  written  ? 

10.  If  a  word  is  written  above  the  line,  in  what  position  is  it? 

11.  Which  stroke,  of  a  word  composed  of  both  horizontal  and 
perpendicular  or  inclined  strokes,  is  written  in  the  position   de- 
noted by  the  accented  vowel  ? 

12.  If  a  word  is   composed   entirely  of  horizontal  consonants, 
which  one  takes  the  position  of  the  vowel  ? 

13.  If  a  vowel  is  placed  above  a  horizontal  consonant  when  is 
it  read  ? 

14.  If  placed  at  the  left  of  an  inclined  stroke  when  is  it  read  ? 

15.  What  sign  is  used  in  the  dictionary  to  indicate  the  long 
sound  of  a  vowel  ? 


Lesson  No.  3 


HEAVY  DASHES— LONG  VOWEL  SOUNDS 

28.  The  sounds  of  a\v,  o  and  oo  are  each  represented 
by  a  heavy  dash. 

The  dash  for  the  sound  of  aw  (heard  in  Jaw  and  all) 
is  always  written  opposite  the  beginning"  of  a  consonant 
stroke. 

The  dash  for  the  sound  of  6  (  heard  in  no  and  lo  ir )  is 
always  written  opposite  the  middle  of  a  consonant  stroke. 

The  dash  for  the  sound  of  oo  (  heard  in  doom  and 
mo  re)  is  always  written  opposite  the  end  of  a  consonant 
stroke ,  thus, 

Sound.               Example.  Sign. 

o.\v     (as  in  law  and  all) |     ( First  place,  long  vowel ) 

6         (as  in  no  and  low) ~|    (Second  place,  long  vowel) 

66       (as  in  doom  and  move)..    _|    (Third  place,  long  vowel) 

29.  The  dashes  represent  sounds,  not  letters.    They 
should  be  made  about  one- fourth  the  length  of  a  t  stroke, 
and  written  at  right  angles  to  the  stroke  beside  which 
they  are  placed.     They  should  be  written  close  to   the 
stroke,  but  should  not  touch  it. 

14 


VOWELS  BETWEEN  STROKES 

30.  All  first  place  vowels — dots  or  dashes — occurring 
between  two  consonant  strokes  should  be  written  after 
the  first  stroke. 

(a.)  All  third  place  vowels — dots  or  dashes — occur- 
ring between  two  consonant  strokes  should  be  written 
before  the  second  stroke. 

(6.)  Long"  second  place  vowels — dots  or  dashes — 
occurring  between  two  consonant  strokes  are  written 
after  the  first  stroke. 

balk      beam        boom         calm       bake     choke      rogue 


NOTE.  By  observing  the  foregoing  rules  when  writing,  accuracy 
in  reading  will  be  greatly  facilitated.  If  they  are  disregarded, 
confusion  will  often  result.  For  instance,  if  the  first  place  e,  in 
beam,  were  written  beside  the  second  stroke  m,  the  vowel  would 
come  in  the  angle  between  the  b  and  the  m,  and  we  could  not  tell 
whether  it  was  meant  for  e  or  ah,  and  the  word  might  be  read 
either  beam  or  balm. 


THE  AND  A 

31.     The  word  the  is  represented  by  a  light  dot  above 
the  line. 

The  word  a  is  represented  by  a  heavy  dot  on  the  line, 
the  law    the  dome    the  team     a  joke          a  game  a  load 

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15 


32.  The  most  rapid  progress  will  be   made   by  him 
who  masters  every  principle  and  lesson  as  he  goes  along 
and  reviews  frequently  all  that   he  has  been  over.     He 
who  does  this  will  find  the  study  more  interesting  and 
less  difficult  as  he  proceeds,  and  will  lay  the  foundation 
for  future  success. 

Do  not  be  in  too  great  a  hurry  to  advance.  The  first 
requisite  in  shorthand  is  accuracy,  and  accuracy  only 
comes  through  perfect  familiarity  with  the  subject. 
Master  each  principle  as  you  go  along  so  that  you  can 
apply  it  readily. 

33.  Read  the    "Reading   Exercise"    over  and  over 
till  each  word  can  be  read  without  hesitation. 

Write  the  ' '  Writing  Exercise ' '  time  after  time  till 
every  outline  can  be  formed  readily.  Follow  this  plan 
with  all  subsequent  Exercises. 


16 


READING  EXERCISE— LESSON  No.  3 


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WRITING  EXERCISE— LESSON  No.  3 


i  paw        12  booth     23  sew        34  dough 

45  doom 

2  both       13  poke      24  pope      35  haw 

46  gnaw 

3  foe          14  go          25  comb     36  coach 

47  J°ke 

4  coo         15  coop      26  tomb      37  tooth 

48  Job 

5  jaw        1  6  daw       27  awed     38  daub 

49  talk 

6  doe         17  oat         28  toe         39  obey 

50  beau 

7  Zona      18  so           29  Otho     40  veto 

51  foam 

8  woo        19  move     30  shoo      41  zoo 

52  ooze 

9  law        20  yaw       31  Shaw    42  saw 

53  thaw 

10  choke    21  ode        32  denote  43  dome 

54  owed 

ii  boom     22  awl        33  donate  44  mope 

55  show 

i.     They  say  so. 

2.     Obey  the  law. 

3.     They  both  saw  cook  make  the  cake. 

4.     Asa  may  take  May  a  bouquet. 

5.     They  saw  the  hobo  hoe. 

6.     Joe  came,  so  Ada  may  go. 

7.     The  chalk  may  make  Esau  choke. 

8.     Show  me  page  eight. 

9.     They  know  she  may  say  no. 

10.     Show  me  the  way  they  came. 

1  1  .     They  saw  no  foe. 

12.     Each  day  she  came  beneath  the  oak. 

13.     They  know  the  law. 

14.     She  saw  no  joke. 

15.     They  took  the  comb. 

18 


QUESTIONS— LESSON  No.  3 

1.  What  length  should  the  dash  vowels  be  written  ? 

2.  A  dot  or  dash  vowel,  placed  opposite  the  middle  of  a  stroke, 
is  called  what  place  vowel  ? 

3.  If  a  vowel  is  placed  opposite  the  beginning  of  a  stroke,  what 
place  vowel  is  it  ? 

4.  Where  is  a  first  place  vowel,  occurring  between  two  conso- 
nant strokes,  written  ? 

5.  Where  is  a  third  place  vowel,  occurring  between  two  conso- 
nant strokes,  written  ? 

6.  What  is  used  to  represent  the  word  "  the  "  ? 

7.  In  what  position  is  it  always  written  ? 

8.  What  word  is  represented  by  a  heavy  dot  on  the  line  ? 


Lesson  No.  4 


LIGHT   DOTS— SHORT  VOWEL  SOUNDS 

34.  There  are  three  light    dot  vowel  sounds,    repre- 
sented as  follows  : 

Sound.              Example.  Sign. 

Short  i,(l)  as  in  it (Light  first  place  vowel) 

Short  e  (e)  asin  Eclor  her    '       (Light  second  place  vowel) 
Short  a  (3.)  as  in  at J      (Light  third  place  vowel) 

35.  In  learning  these  sounds  it  is  important  to   re- 
member the  examples  or  "key  words;"  for  instance,  in 
giving  the  sound  of  the  light  first  place  dot,  say  "I    as 
in  it,"    not  I  as  in  it.     For  the  second  place  light  dot, 
say  "  eh  as  in  Ed,"  not  e  as  in  Ed,  etc.     Do  not  forget 
that  the  dots  represent  sounds,  not  letters. 

36.  When  a  light  second  place  vowel  occurs  between 
two  consonant  strokes  it  is  written    before   the  second 
stroke. 

37.  Condensed  rule  for  placing"  vowels  between 
strokes : 

All  first  place  and  long-  second  place  vowels  are  writ- 
ten after  the  first  stroke. 

All  others  are  written  before  the  second  stroke. 


READING  EXERCISE —LESSON  No.  4 


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21 


WRITING  EXERCISE —LESSON  No.  4 


i 

pitch 

15 

king 

29 

death 

43 

abbey 

57 

pick 

2 

fifty 

16 

deck 

30 

bang 

44 

pith 

58 

victim 

3 

eddy 

17 

tag 

3i 

pony 

45 

zinc 

59 

depth 

4 

tack 

18 

pink 

32 

ship 

46 

check 

60 

tank 

5 

big 

^ 

shaky 

33 

gem 

47 

tabby 

61 

baby 

6 

ill 

20 

edge 

34 

cab 

48 

tick 

62 

Minnie 

7 

keg 

21 

catch 

35 

Timothy 

49 

mimic 

63 

egg 

8 

cap 

22 

dim 

36 

nip 

50 

many 

64 

cavity 

9 

ditch 

23 

inch 

37 

meadow 

5i 

gap 

65 

chip 

IO 

ink 

24 

envy 

38 

gang 

52 

chick 

66 

peck 

I 

i 

enemy 

25 

chap 

39 

Jim 

53 

peg 

67 

pack 

12 

Jack 

26 

beck 

40 

apathy 

54 

jam 

68 

jig 

J3 

back 

27 

ebb 

4i 

sham 

55 

kick 

69 

Betty 

*4 

bag 

28 

match 

42 

map 

56 

anthem 

i.     Ask  Daisy  if 

she 

saw  Dick 

g° 

back. 

2.     Tim  n 

lay  take  Jennie  in  the  canoe. 

3.  Anna  came  in  May. 

4.  Fetch  me  the  heavy  cape. 

5.  They  ship  a  package  each  day. 

6.  See  naughty  Jennie  mimic  Katie. 

7.  Jesse  may  teach  anatomy  at  Teck  Academy. 

8.  If  they  go  they  may  see  Anna  at  Owego. 

9.  Both  bathe  in  the  bay. 

10.  They  pay  the  indemnity  in  cash. 

1 1 .  Eddie  and  Angie  may  go  if  they  each  take  a  pear. 

12.  Many  big  fish  came  up  the  bay. 

13.  They  pack  eight  in  each  bag. 

14.  Take  Edna  so  she  may  see  if  May  came. 

15.  Auntie  may  go  back  if  they  see  Etta  at  Attica. 

1 6.  Ella  came  back  in  the  coach. 


QUESTIONS.—  LESSON   No.  4 

1.  What  sound  is  represented  by  a  light,  second  place  dot? 

2.  When  a  light,  second  place  vowel  occurs  between  two  conso- 
nant strokes,  where  should  it  be  placed  ? 

3.  Where  should  a  light,  third  place  vowel,  occurring  between 
two  strokes,  be  placed  ? 

4.  Where   are   all   first  place  vowels  written   when   occurring 
between  two  consonant  strokes  ? 

5.  What  sound  is  represented  by  the  light,  first  place  dot  ? 

6.  What  mark  in  the  dictionary  is  used  to  denote  short  a  ? 

7.  Is  the  same  mark  used  to  denote  the  short  sound  of  all  vowels  ? 


Lesson  No.  5 


LIGHT  DASHES— SHORT  VOWEL  SOUNDS 

38.  .  Three  vowel   sounds  are  represented   by    light 
dashes,  as  follows : 

Sound.  Example.  Sign. 

Short  o  (6)  as  in  on I     (Light   first  place  vowel) 

Short  u  (u)  as  in  up (Light  second  place  vowel) 

Short  oo  (65)  as  in  foot.      _|     (Light  third  place  vowel) 

39.  Remember  that  all  first  place  and  long  second 
place  vowels,  occurring  between  two  consonant  strokes, 
are  written  after  the  first  stroke,  and  all  others  before  the 
second  stroke. 

40.  The  above  rule  should  not  be  used  when  its  ob- 
servance would  bring  a  vowel  into  an  angle,  as  would  be 
the  case  in  camera  and  calmly ,  one  of  the  objects  of 
the  rule  being  to  keep  the  vowels  out  of  the  angles. 

41.  The  great  importance  of  the  vowels  must  not  be 
overlooked.     The  whole  list  should  be  reviewed  by  the 
pupil  again  and  again  until  every  dot  and  dash  can  be 
determined  and  placed  in  its  proper  position  without  hes- 
itation, 

24 


The  idea,  at  this  stage  of  advancement,  is  to  write 
accurately  and  neatly,  rather  than  rapidly.  Make  the 
outlines  to  the  best  of  your  ability.  Cultivate  an  even, 
steady  movement.  Do  not  hurry  your  work. 

42.  An  or  and — These  words  are  represented  by  a 
light  dot  on  the  line  of  writing  ;  thus, 

an  ape      an  Eskimo        an  appeal      and  see      and  take 

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READING  EXERCISE— LESSON  No.  5 


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26 


WRITING  EXERCISE— LESSON  No.  5 


1  poppy 

2  body 

3  boggy 

4  botch 

5  Tom 

6  tonic 

7  top 

8  topic 


15  Jog 

1 6  copy 

17  coffee 

1 8  cog         32  pug 

19  comma  33  Puck 

20  comic     34  putty 

21  comedy  3  5  bung 


29  knotty  43  tongue  57  mug 

30  punk     44  Dutch    58  among 

31  puppy   45  duck      59  muff 


46  dummy  60  money 

47  funny    61  honey 

48  jug 

49  judge 


22  fop         36  bug        50  junk 


9  dockage    23  fog 


10  dog 
n  dock 

12  dodge 

13  domino 

14  chop 


24  fob 

25  shock 

26  shop 

27  knob 

28  notch 


53  gum 


37  budge  51  cub 

38  bunk  52  cup 

39  tug 

40  tub 

41  touch 

42  tuck 


62  gummy 

63  bush 

64  took 

65  cookie 

66  cooked 

67  shook 

54  thumb  68  nook 

55  annum  69  goody 

56  muddy 


1.  If  they  take  in  enough  money,  Jacob  may  go  in  a 
month. 

2.  Edna  saw  the  big  dog  among  the  sheep  in  the 
meadow. 

3.  Auntie  took  the  bonnet  back  a  month  ago. 

4.  Tommy  ate  the  cookie  and  Ella  ate  the  peach. 

5.  Hattie  and  Johnny  may  go  and  see  the  duck. 

6.  Take  the  key  and  the  book. 

7.  The  dog  ate  the  chop. 

8.  Show  Johnny  the  bunch  in  the  attic. 

9.  Ada  and  Jennie  go  back  May  fifth. 

10.  The  knave  took  off  the  knob. 

1 1 .  Emma  may  pack  the  tea  and  the  coffee. 

12.  Copy  the  funny  page  in  ink. 

13.  The  cook  kicked  at  the  shaggy  dog. 

14.  Fudge  may  make  Hattie  ill. 

27 


15.  Eddie  saw  the  judge  go  by  in  a  buggy. 

16.  Show  me  the  Dutch  coffee  mug  auntie  took. 

17.  Knock  at  the  door  and  see  if  Otto  may  go. 

1 8.  Bobby  saw  a  big  bug  in  the  bush. 

19.  A  thick,  heavy  fog  came  up  the  bay. 


QUESTIONS— LESSON  No.  5 

1.  What  sound  is  represented  by  a  light,  first  place  dash  ? 

2.  What  sound  is  represented  by  a  light,  third  place  dash  ? 

3.  When  a  first  place  vowel  occurs  between  two   consonant 
strokes,   where  should  it  be  placed?     Along,  second  place?   All 
third  place  ? 

4.  Should  the  rule  be  followed   when   its   observance  would 
bring  the  vowel  into  an  angle?      Give  an  illustration  where  the 
vowel  would  come  in  the  angle. 

5.  What  mark  in  the  dictionary  is  used  to  represent  the  short 
sound  of  a  vowel  ? 

6.  What  two  words  are  represented  by  a  light  dot  on  the  line? 

7.  What  mark  in  the  dictionary  is  used  to  represent  the  sound 
of  a  as  heard  in  arm  ? 


28 


Lesson  No.  6 


DIPHTHONGS 

43.  There  are  four  diphthong  sounds,  represented  as 
follows  : 

Sound.  Example.  Sign. 

Vl 

I      (as  in  ice  or  by)  (Called  first  place  diphthong) 

Al 

oy  (as  in  oil  or  boy)  (Called  first  place  diphthong) 

oa  (as  in  out  or  owl)      J      (Called  third  place  diphthong) 

, 
cw  (as  in  due  or  hew)      <|       (Called  third  place  diphthong) 

44.  The  diphthongs  are  written  in  the  first  and  third 
positions  only.     They  are  governed  by  the  same  rules  as 
are  the  vowels. 

45.  The  position  of  the  diphthongs  and  the  direction 
in  which  they  point  are  never  changed. 

46.  It  is  sometimes  convenient  to  join  the  diphthongs 
to  the  consonant  strokes,    thereby   avoiding   lifting   the 
pen  ;  thus, 

Ida  Isaac  oil  bough        cue  avow 

I       "L      ••/" 

-V ^ V 

29 


47-  When  two  vowels,  or  a  vowel  and  a  diphthong, 
occur  between  two  consonant  strokes,  it  is  advisable, 
whenever  possible,  to  place  one  to  each  stroke  ;  thus, 

chaos  vowel      "poem  Viola 

v.        Cr 


48.  When  two  vowels,  or  a  vowel  and  a  diphthong, 
have  to  be  written  to  one  consonant,  the  one  which  is 
sounded  next  the  consonant  should  be  written  close  to  it, 
and  the  other  a  little  farther  away  ;  thus, 

iota        payee      I^eo  Noah       towel         Maria         duel 

",,- 

-  Y 


VOWEIy  WORD  SIGNS 

49.  The  following  signs,  which  are  always  used  to 
represent  the  respective  words  they  indicate,  must  be  so 
thoroughly  memorized  that  they  can  be  expressed 
instantly.  These  words  are  of  such  frequent  occurrence 
that  they  have  been  provided  with  the  briefest  possible 
signs.  They  should  be  made  only  one-fourth  the  length 
of  a  consonant  stroke.  The  tendency  with  all  beginners 
is  to  make  them  too  long.  The  signs  are  written  down- 

30 


ward  in  the  direction  of  p,  t  or  chay,  except  "on," 
which  is  sometimes  written  upward  when  joined  to  other 
words. 


all 
\ 

already 
awe           ought 

I                   / 

of 

\ 

or 

! 

on 

/ 

two  oh  who 

too  owe  whom  to  but          should 


NAMES  OF  THE  VOWEL  WORD  SIGNS 

50.  It  is  quite  important,  for  the  purpose  of  convers- 
ing between  teacher  and  pupil,  to  know  the  names  of  the 
shorthand  characters  and  combinations.     These  are  very 
easy  to  learn,   and  the  pupil  should  familiarize  himself 
with  them. 

51.  The  names  of   the   dash- vowel   word   signs   are 
forined  by  adding  "  et-oid  "  to  the  simple  consonants,  as 
bet-oid,  det-oid,  chet-oid,  jet-oid,  etc. ;  thus  the  sign 
for  all  is  bet-oid1  ;  the  sign  for  who,  jet-oid2 ;  the  sign 
for  of,  pet-oid1,  etc.     The  small  figure  at  the  right  indi- 
cates the  position  of  the  sign. 


PUNCTUATION— ACCENT 

Punctuation : — The    following    are    the     punctuation 
marks  most  used  in  shorthand  : 


Period  

Interrogation , 
Parenthesis..  . 
Dash.. 


52.  If  other  punctuation  is  desired,  the  ordinary  char- 
acters may  be  used. 

53.  Emphasis  may  be  indicated,  as  in  longhand,  by 
drawing  one  or   more  lines  beneath   the  word   to    be 
emphasized. 

54.  Accent.     Occasionally  it  may  be  found  conven- 
ient to  denote  an  accent.     This  may  be  done  by  writing 
a  small  cross  near  the  accented  vowel ;  thus, 

Au'gust  august' 

x  I ,, 


READING  EXERCISE— LESSON   No.  6 


A  ^  <t 


v 


7--  v 

' 


8       SENTENCES 


<rv  -  c. 


10   x 


/TV    - 
/ 


33 


WRITING  EXERCISE— LESSON  No.    6 


i  pie 

19  guy 

37  voyage 

55  pew 

2  pipe 

20  vivify 

38  oil 

56  tube 

3  P^ty 

21  via 

39  enjoy 

57  tunic 

4  pike 

22  ivy 

40  pouch 

58  duke 

5  abide 

23  thigh 

41  bough 

59  dew 

6  buy 

24  sigh 

42  outgo 

60  duty 

7  by-way 

25  eyes 

43  outweigh 

6  1  dupe 

8  tie 

26  shy 

44  downy 

62  Jew 

9  item 

27  shiny 

45  dugout 

63  cue 

10  type 

28  lie 

46  cow 

64  Cuba 

1  1  tiny 

29  Medina 

47  couch 

65  cubic 

12  tidy 

30  nigh 

48  cowboy 

66  fume 

13  die 

31  knife 

49  vouch 

67  view 

14  dime 

32  high 

50  allow 

68  Zion 

15  deny 

33  annoy 

51  owl 

69  Noah 

1  6  diet 

34  boy 

52  endow 

70  Ohio 

17  chime 

35  toy 

53.  mouth 

71  Geneva 

1  8  China 

36  joy 

54  Howe 

72  bayonet 

1 .  Nina  who  came  to  Omaha  to  see  Ida  may  go  back 
in  May. 

2.  She  ought  to  take  time  to  see  Hugh. 

3.  They  all  came  but  Dana. 

4.  Nannie  may  go  ahead  of  Emma;  she  ought  to, 
anyway. 

5.  Jacob  should  go  to  Nassau  in  a  day  or  two  to  buy 
hay. 

6.  The  boy  came  back  by  way  of  Ohio. 

7.  The  thief  took  my  jackknife  and  necktie. 

8.  Chop  enough  ice  to  keep  all  day. 

34 


9.  They  all  enjoy  to  go  in  the  "  auto." 

10.  Should    she    say,     "they    should,"    or     "they 
ought  ? ' ' 

1 1 .  They  already  see  a  way  out. 

12.  To  whom  should  she  pay  the  money  they  owe  ? 

13.  Myra  should  keep  the  toy  and  Ivy  the  knife. 

14.  They  ought  to  catch  the  boy  in  a  day  or  two. 

15.  They  came  back  in  the  nick  of  time. 

1 6.  She  took  a  dime  to  buy  a  pike. 


QUESTIONS— LESSON  No.  6 

1.  What  shaped  marks  are  used  to  represent  the  diphthongs  ? 

2.  How  many  diphthongs  are  there? 

3.  In  what  directions  do  the  diphthongs  /  and  on  point  ? 

4.  Are  the  diphthongs  ever  joined  to  the  consonant  strokes  ? 

5.  When  two  vowels,  or  a  vowel  and  a  diphthong,  occur  between 
two  consonant  strokes,  how  is  it  usually  advisable  to  place  them  ? 

6.  In  cases  where  two  vowels  have  to  be  written  to  one  stroke, 
how  should  they  be  placed  ? 

7.  How  long  should  the  dash-vowel  word  signs  be  made  ? 

8.  What  is  the  name  of  the  sign  for  but  ?    For  should  ?  For  to  ? 


35 


Lesson  No.  7 


SIMPLE   CONSONANT  WORD  SIGNS 

55.  On  account  of  the  frequent  occurrence  of  certain 
words  they  are  provided  with  brief  signs,  called  word 
signs,  that  the}''  may  be  written  with  the  least  effort  and 
the  utmost  speed.     These  word  signs  should  be  studied 
and  practiced  until  they  can  be  expressed  in  their  proper 
positions  without  a  moment's  hesitation. 

56.  Word  signs  are  written  in  the  first,  second  and 
third  positions,  but  not  always  in  the  position  denoted 
by  the  vowel  sound.     When  a  word  sign  is  not  written 
in  its  natural  position,  that  is  in  the  position  denoted  by 
the  vowel,  the  change  has  been  made  to  avoid  confliction 
with  some  other  word. 

57.  In  the  wrord  sign  lists,    the  hyphen   is   used   to 
indicate  that  the  sign  is  also  used  to  represent  the   word 
formed    by    the    additional   letters   or  syllables ;    thus, 
" '  Usual-ly  ' '  indicates  that  both  usual  and  usually  are 
represented  by  the  same  sign. 

58.  There  is  no   "easy"  way   by   which   the   word 
signs  may  be  learned  without  effort.     A  good  way,  how- 

36 


ever,  is  to  speak  the  word  and  then  the  name  of  the  out- 
line and  the  position  in  which  it  is  written,  at  the  same 
time  writing  the  sign  ;  thus,  say  :  "hope  is  represented 
by  p  in  the  third  position,"  or  (expressing  it  more  sim- 
ply) "  hope,  p3."  In  this  way  three  faculties  are  brought 
into  use.  The  ear  receives  the  sound,  the  hand  forms 
the  sign,  and  the  eye  carries  the  picture  of  the  sign  to 
the  brain. 

59.  After  the  list  has  been  written  through  several 
times,  reverse  the  order  by  covering  the  printed  words 
and  reading  the  signs  both  forward  and  backward,  and 
skipping  around. 


.  party,  hope 

.be  or  object 

...to  be 


them  or  they 

though  orthou 


.it 


.us  or  use 
...was 


.1 do 

I- hadj 

./._.. ^ which     J__. 

.-/....  much 

-/- advantage 


\      ...  use,  (pronounced  uzc) 
J  ...wish  or  she 


_J_. 

..£-, 


.shall  or  shalt 

usual-ly 

,...will  or  wilt 


../....  large 

"__  common,  kingdom 

.__.£_   commonly 

.__„  come  or  company 

.7777..  give  or  given 

together 

__V^_  for  or  fact 

^»—  f*-\Tf*r 


JC^-   have 

.\_____  however 

..L_  think 

f thank-ed 


-f£ — whole 

here,  her  or  hear 


.are 


.am,  him  or  may 

home 

any  or  in 

...  own 


, thing 

.language 
why 


_2y_  away 

J_ your 


60.  The  pupil  should  review  the  word  signs  daily  till 
the  sign  will  instantly  suggest  the  word,  and  the  word 
will  instantly  suggest  the  sign.  When  this  point  is 
reached  and  he  can  write  them  at  the  rate  of  60  or  70  a 
minute,  he  may  consider  he  has  mastered  them. 


READING  EXERCISE—  LESSON  No.  7 


L  . 


V 


:.../..... 


...\ ^rr^...\ .. 

./ 
39 


WRITING  EXERCISE— LESSON  No.  7 

1.  The  object  was  to  see  them  together. 

2.  Do  they  think  it  of  any  use? 

3.  Will  they  give  it  to  us  to  use  ? 

4.  They  may,  however,  have  enough  for  all. 

5.  Her  language  was  common. 

6.  If  they  ask  for  the  thing  give  it  to  them. 

7.  She  had  to  go  away  in  May. 

8.  Your  wish  shall  be  law  to  him. 

9.  They  ought  to  be  here  at  eight. 

10.  Will  Edna  see  them  on  her  way  home? 

1 1 .  They  hope  she  will  give  enough  to  endow  two. 

12.  Usually  they  go  away  together. 

13.  Why  do  they  ask  so  much  ? 

14.  They  own  a  large  home  to  which  they  will  move. 

15.  The  whole  thing  may  be  a  fake. 

1 6.  Many  came  here  to  hear  him. 

17.  Do  they  usually  come  your  way? 


40 


Lesson  No.  8 


TICK  FOR  I 

61.  The  pronoun  7,  when  standing  alone,    is   repre- 
sented by  a  light  perpendicular  tick  above  the  line. 

NOTE.  While  some  favor  the  use  of  the  diphthong  i  for  the 
pronoun  I,  the  tick  is  much  to  be  preferred  as  it  is  easier  and 
quicker.  In  actual  work  it  will  not  conflict  with  the  tick  for  or 
as  the  context  will  readily  show  the  difference. 

62.  The  tick  for  I  may  be  joined  to  following  words. 
When  so  joined  it  is  written  in  the  direction  of  p,  chay 
or  ray,  according  to  convenience  in  joining.     The  junc- 
tion giving  the  sharpest  angle  is  the  one  usually  to  be 
preferred. 

I      I  think    I  thank    I  had        I  know       I  may  I  will  I  give 

|  S . 

-1-1- 

63.  The  tick  for  I  must  always  be  above  the  line, 
even  though  the  following  word  is  thrown  out  of  its  posi- 
tion thereby.     See,  "I  know,"  "I  may"  and  "I  will" 
above. 

64.  PHRASING.     Two  or  more  words,  grammatic- 
ally related,  may  be  joined  together.     When  so   joined 
they  are  called  a  phrase.     The  first  word  of  a  phrase 
(unless  it  be  a,  an  or  and}  is  usually  written  in  its  own 

41 


position  and  the  other  words  follow  without   regard  to 
position. 

65.  In   some   cases   the   tick  for   I  may  be  slightly 
raised  or  lowered  so  as  to  throw  the  following  word  in  its 
natural  position.     The  tick  must  never  be  brought  down 
far  enough,  however,  to  touch  the  line.     See  "  I  think," 
and  "  I  thank  "  in  the  above  illustration. 

66.  It  is  not  advisable,  usually,  to  join  the  tick  for  1 
to  preceding  words,  as  it  will  conflict,  in  rapid   work, 
with  the  tick  for  he  which  is  explained  in  the  following 
paragraph. 

TICK   FOR   HE 

67.  The  pronoun  he  is  represented   by  a  light  tick 
written  in  the  direction  of  p,  chay  or  ray.     It  may  be 
joined  to  a  preceding  or  following  word. 

68.  When  the  tick  for  he  begins  a  phrase,   that  is, 
wrhen  it  is  joined  to  a  following  word,  it  must  always  rest 
on  the  line  ;  thus, 

he  ought 
he    he  will    he  may       he  was       he  came      he  took  he  should    he  whom 


69.     When  the  tick   for  he  is  joined  to  a  preceding 
word,  it  takes  the  position  of  that  word  ;  thus, 

if  he          may  he         (or  he        had  he    whom  lie    should  he    ought  he      if  he  may 


70.     Join  the  tick  in  the  direction  that  will  give  the 
sharpest  angle  or  make  the  best  junction. 

42 


THE,    A,    AN  AND  AND 

71.  The  words  the,  a,  an  and  and,  in   addition  to 
being  represented  by  dots,  as  heretofore  explained,  are 
also  represented  by  ticks,  as  follows  : 

72.  The  may  be  joined  to  a  preceding  word  by  a 
light  tick,  written  in  the  direction  of  p,  chay  or  ray. 
The  tick  for  the  is  not  joined  to  following  words. 

73.  The  general  rule  is  to  write  the  tick  in  the  direc- 
tion that  gives  the  sharpest  angle  in  joining. 

In  the  think  the          know  the      should  the         may  the    wish  the      hope  the 

< 


74.  The  tick  for  the  will  not  conflict  with  the  tick  for 
he  as  the  context  will  readily  show  the  difference. 

75.  A,  an  or  and  may  be  joined  to   a  following 
word  by  a  light,  horizontal  or  perpendicular  tick  ;  thus, 

and  should 
a  knife        and  the     and  on     and  see    and  give    and  I    and  he 


76.  The  horizontal  tick  for  a,  an  or  and  is  to  be  pre- 
ferred to  the  perpendicular  tick  whenever  the  junction 
will  permit,  as  the  natural  direction  of  movement  is  from 
left  to  right.  Be  careful  to  make  the  tick  very  short. 

The  ticks  are  named  tet-oid,  chet-oid,  pet-old,  ket-oid,  etc., 
according  to  the  direction  in  which  they  are  written. 

NOTE.  Some  advocate  joining  the  "a"  tick  to  the  end  of  the 
preceding  word.  This  may  be  done,  but  it  is  usually  much  better 
to  join  it  to  the  following  word,  thus  avoiding  any  confliction  with 
the  tick  for  "  the." 

43 


READING  EXERCISE— LESSON  No.  8 

>     x     •    ^          ^  7'  I         ) 

1 


A    n     7 


^  ^\  \. 


V 


6       SENTENCES 


~\ 


)'^  /    V 


._x... 


44 


WRITING   EXERCISE— LESSON   No.  8 

NOTE.  In  this,  and  all  following  exercises,  words  connected 
by  a  hyphen  are  to  be  joined  together  in  a  phrase.  Be  careful  to 
join  only  the  words  so  connected. 


i  I-was 

13  and-choke 

25  chalk-the 

2  he-  was 

14  a-key 

26  cook-the 

3  I-had 

15  a-  few 

27  fee-  the 

4  he-had 

1  6  a-  thaw 

28  think-the 

5  I-shall 

17  a-  sea 

29  see-  the 

6  he-shall 

1  8  and-show 

30  shall-the 

7  I-became 

19  and-may 

31  will-  the 

8  he-became 

20  a-knock 

32  are-  the 

9  I-have 

21  and-ink-the 

33  may-the 

10  he-saw-the 

22  and-say 

34  in-the 

ii  should-be-the 

23  tip-  the 

35  ink-the 

12  and-pay 

24  take-  the 

36  hoe-  the 

I. 

2. 

3- 
Ohio. 


I-saw  him  and  I-think  he-saw  me. 
I-will-be  at  home  in  a-day  or  two. 
I  should-be  much  annoyed  if  he- should  go  to 


4.  Should-he  do  so  Ida  will  object. 

5.  I- will  give  it  to-him  if  he- will  take  it. 

6.  I-know  he- will-be  at  home. 

7.  He-should  do  much  for  us. 

8.  If   he- will   come   here,    he   and- Johnny   may  go 
together. 

9.  I-will  ask  him  if  he-will  give  me  enough  money 
to  pay  my  way  to  Nassau. 

10.     Should-he  do  so,  I-will-be  here  to-go  at  any  time. 

45 


11.  The  object  I-had  in  view  at-the  time  I-came,  was 
to  see  if  he- was  at  home  or  if -he  and- Ezra  had  come  back. 

12.  I-saw  him  go  to- the  house. 

13.  He-may  take- the  buggy. 

14.  I-think  he-should  be  here. 

15.  I-will  take- the  book  to-him. 
1 6-  I-know  he-saw  me  go  away. 


QUESTIONS— LESSON   No.  8 

1.  What  is  used  to  represent  the  pronoun  /  when  standing 
alone  ? 

2.  In  what  position  must  it  always  be  written  ? 

3.  May  the  tick  for  /  be  joined  to  following  words  ? 

4.  When  so  joined,  in  what  direction  is  it  written  ? 

5.  What  are  two  or  more  words  joined  together  called  ? 

6.  Will  all  words  of  a  phrase  be  in  their  natural  positions  ? 

7.  What   word   of   a  phrase  is  usually  written  in  its   natural 
position  ? 

8.  When  he  begins  a  phrase,  in  what  position  must  it  always 
be  written  ? 

9.  May    he   be   joined   to   preceding  as  well  as  to   following 
words  ? 

10.  In  what  directions  may  the  ticks  for  a,  an,  or  and  be 
written  ? 

n.  What  is  the  name  of  the  outline  for  "he  will?"  For 
"I  wish?" 

12.  Give  the  name  of  the  outline  for  "  and  see."     For  "and  do." 

13.  Give  the  name  of  the  outline  for  "  for  the." 


Lesson  No.  9 


BRIEF  SIGNS   FOR  S   AND   Z 

77.  On  account  of  the  frequent  occurrence  of  s  and  z, 
a  brief  sign  has  been  provided  in  the  small  circle,  which 
is  used  to  represent  both  s  and  z. 

78.  No  confusion  will  result   from    employing    the 
small  circle  for  both  s  and  z,  as  the  context  will  readily 
indicate  which  one  was  intended. 

79.  The  small  circle  is  called  iss,    to   distinguish   it 
from  the  stroke,  which  is  called  es. 

80.  When  joined  at  the  beginning  or  end  of  a  straight 
line,  the  circle  must  be  made  with  a  left  motion  —  con- 
trary to  that  of  the  hands  of  a  watch.     This  will  bring 
the  circle  on  the  upper  side  of  k  and  gay,  and  on  the  right 
side  of  all  other  straight  strokes  except  ray  and  at  the 
end  of  hay;  thus, 

iss-t         t-iss  iss-k          iss-ray        iss-hay*      iss-hay-iss 

__£  _______  -I  ___________  Q  _________  .O/  __________          __________  <&*_  ______ 


81.  *When  iss  is  joined  at  the  beginning  of  h,  the  hook 
is  made  into  a  circle,  thus  making  an  exception  to  the 
foregoing  rule.     See  preceding  illustration. 

82.  Iss-hay  is  never  used  unless  a  vowel  occurs  be- 
tween the  s  and  h,  as  in  soho. 

47 


83.     When  joined  at  the  beginning  or  end  of  a  curve, 
the  circle  is  made  on  the  concave  (inner)  side  ;  thus, 

iss-f        the-iss       m-iss         ar-iss        lay-iss 


84.  When  the  circle  occurs  between  strokes,  it  should 
be  written  in  the  most  convenient  mannei  ;  thus, 

ray-iss-k          m-iss-n  n-iss-m  f-iss-lay-t  .        f-iss-el 

_J^  ________  ^__  _^^__         _^__  _     I      _ 

85.  Between  two  straight  lines  the  circle  will  come 
outside  the  angle.     See  illustration  above. 


ST,    STR,    SEZ 

86.  St  or  zd  may  be   represented  by  a   small   loop, 
called  steh,  which  may  be  joined  at  the  beginning  or  end 
of  any  consonant  stroke  ;  thus, 

steh-t      f-steh      state     boast       fast       rest      amazed      raised 

t k 1 * W...._.Z ~*—J. 

87.  The  steh  loop  is  used  to  express  the  ending  of 
such  words  as  paced,  raced,  dazed,  etc. 

88.  A  circle  or  loop  at  the  beginning  of  an  outline  is 
read  first ;   at  the  end  of  an  outline,  last. 

48 


89.  Sir  is  represented  by  a  large  loop,  called  ster, 
and  may  be  joined  at  the  end  of  any  consonant.  It  is 
never  joined  at  the  beginning  of  a  consonant  stroke. 

faster  rooster         Hester      pastor     master    yesterday    Amsterdam 

- V /-- £~ 


90.  A  large  circle,  called  sez,  is  used  to  represent 
two  s  or  z  sounds  when  a  vowel  occurs  between  them, 
usually  forming  a  syllable,  as  sys,  sus,  sis,  sez,  zez,  etc. 

system   Susan     desist      races      diseased     dazes       possessive 

^ 


x? . fe 


91.  The  vowel  sound  occurring  between  the  s  or  z 
sounds   may   be   expressed   by   writing  the  vowel   sign 
inside  the  circle.     It  is,  however,  unnecessary  to  insert 
ihe  vowel  when  the  circle  comes  at  the  end  of  a  word, 
and  a  little  practice  will  enable  the  pupil  to  omit   it 
altogether. 

92.  The  small  circle  may  be  added  to  the  loops  and  to 
the  large  circle  ;  thus, 

t-steh-iss    t-ster-iss    t-sez-iss    tests    dusters   possesses  recesses 

1 4 .-h __* i: k _£_ 


49 


NOTE.  The  pupil  should  pay  particular  attention  to  the  names 
of  the  outlines  or  he  will  be  seriously  handicapped  when  he  at- 
tempts to  converse  with  the  teacher  or  others  regarding  shorthand 
outlines. 

Should  the  teacher  ask  the  name  of  the  outline  for  "season," 
the  answer  should  be  prompt,  "sez-n  ;"  for  states,  "steh-t-iss  ;" 
for  diseases,  "d-sez-iss,"  etc.  On  the  other  hand,  should  the 
pupil  ask  the  teacher  the  outline  for  ask,  and  the  teacher  answered, 
"es-k,"  he  should  know  at  once  that  the  teacher  meant  the  s 
stroke  and  the  k  stroke. 


WHEN  TO  USE  THE  S  AND  Z  STROKES 

93.  Use  the  stroke  when  s  or  z  follows  an  initial 
vowel  ;  also  use  the  stroke  when  s  or  z  precedes  a  final 
vowel  ;  thus, 

escape        essence  racy  cozy 

-  _______  L^  _________  i*  .....  .  .....  ^  .........  __3L  ______ 

94.  Use  the  stroke  for  s  or  z  at  the  beginning  of  a 
word  when  two   sounded  vowels  follow  ;  also   use  the 
stroke  for  s  or  z  at  the  end  of  a  word  when  two  sounded 
vowels  precede. 

science        seance    sayings       Siam     chaos         bias 


95.     Use  the  stroke  for  s  in  compound  words  formed 
from  sea,  as  sea-sick,  sea-moss,  etc. 

50 


96.  When  the  sound  of  z  begins  a  word,  it  must  be 
represented  by  a  z  stroke  ;  thus, 

zest  zeal  zenith  Zona 

_ );. ^ 

97.  Use  the  stroke  for  s  or  z  when  it  is  the  only  con- 
sonant in  the  word. 

98.  When  the  only  consonants  in  a  word  are  two  or 
more  s  or  z  sounds,  one  of  them  must  be  represented  by 
the  stroke  ;  thus, 

cease       sauce         sues         sighs        says      seize         size 
cJ  a  v 


v 

----<£--- 

99.     Use  the  circle  in  all  other  cases. 

NOTE.  The  iss  circle  is  added  to  the  singular  word  signs  to  indi- 
cate the  plural  number  or  possessive  case  ;  thus,  add  the  circle  to 
advantage  for  advantages  ;  to  homeior  homes  ;  etc.  The  circle  is 
also  used  to  indicate  a  change  in  expression  ;  as  /  come,  he 
comes;  I  give,  she  gives  ;  they  refer,  he  refers  ;  etc. 


READING  EXERCISE— LESSON   No.  9 
A_^ZL^ V.l... 

s 
4     ^       &        /*          X          N  h*  1^        fa.        "  f 

6  £LA_^ ^...  f ^. ^--^--/ ^.-  IT-. 

,  ^...!^...  ^.....^...^^....5p_.l....±t...f 

7    ffL| 

//       LETTER.... 


52 


WRITING  EXERCISE— LESSON  No.  9 


1    50tlp 

19  mouse 

37  adduces 

54  encased 

2  spoke 

20  nest 

38  loses 

55  voiced 

3  abuse 

21  stake 

39  houses 

56  housed 

4  device 

22  steal 

40  voices 

57  kissed 

5  shows 

23  stools 

41  sausage 

58  missed 

6  mason 

24  yeast 

42  season 

59  noosed 

7  dusk 

25  stout 

43  disease 

60  asp 

8  suppose 

26  pastor 

44  insist 

6  i  assist 

9  palms 

27  pester 

45  successive 

62  asks 

10  dispose 

28  roaster 

46  devices 

63  Asa 

ii  sketches 

29  castor 

47  chests 

64  easy 

12  schemes 

30  coaster 

48  costs 

65  oozy 

13  cousin 

31  Lester 

49  diseases 

66  mazy 

14  chosen 

32  Baxter 

50  tasters 

67  gauzy 

15  yes 

33  Rochester 

51  excesses 

68  Jesse 

1  6  shies 

34  Custer 

52  bossed 

69  Zeno 

17  oils 

35  lustre 

53  effaced 

70  sower 

1  8  spies 

36  vases 

1.  He- wishes  me  to-come  Tuesday  and-stay  all  day. 

2.  The  snow  came  thick  and- fast. 

3.  I-saw  her  in  Rochester  last  month. 

4.  He-says  he- will-be  here  on-Sunday. 

5.  She  sought  to   see  cousin   Jessie  and-missed-the 
speech  she  was  so  anxious  to  hear. 

6.  He- will  dispose  of -these  things  if-he  decides  to-go. 

7.  Many  ships  sought  safety  in-the  bay. 

8.  I-think  she  will  come  to-the  house. 

9.  The  pastor  visits- the  homes  of -the  sick  each  day. 
10.     All-the  boys  came  back  but  Chester. 

53 


1 1 .  Hester  will  stay  a-month  at-the  seaside. 

12.  I-suppose  she  will  dispose  of- the  best. 

13.  He-will  study- the  sciences  for  a- few  months. 

14.  He- thinks  he- will  visit  Mississippi  and-Texas  on- 
his-way  home. 


QUESTIONS— LESSON  No.  9 

1.  What  brief  sign  has  been  provided  for  s  and  z  ? 

2.  What  name  is  given  to  the  small  circle  ? 

3.  How  must  the  circle  be  joined  at  the  beginning  or  end  of 
straight  strokes  ? 

4.  How  is  iss  joined  at  the  beginning  of  h  ? 

5.  When  /ss  is  joined  to  a  curve,  on  which  side  is  it  written  ? 

6.  When  iss  is  written  between  two  straight  lines,  should  it 
be  placed  inside  or  outside  the  angle  ? 

7.  By  what  may  st  or  zd  be  represented  ? 

8.  When  is  the  circle  or  loop  at  the  beginning  of  an  outline 
read  ?     At  the  end  ? 

9.  What  is  the  name  of  the  large  loop  ? 

10.  Is  the  large  loop  ever  joined  at  the  beginning  of  a  stroke  ? 

11.  Is  the  circle  or  loop   ever   used  after   an   initial   vowel? 
Before  a  final  vowel  ? 

12.  How  may  word  signs  in  the  singular  number  be  changed  to 
the  plural  ? 


54 


Lesson  No.  10 


AR  AND  RAY 

100.  The  general  rule  is  to  use  the  curve  sign  when  a 
vowel  precedes  the  r,  and  ray  when  a  vowel  follows  the 
r;  but  when  a  difficult  junction  or  loss  o£  speed  would 
result,  use  whichever  one  will  give  the  better  junction. 


SPECIFIC  RULES  FOR  THE  USE  OF 
AR  AND  RAY 

101.  Use  the  curve  sign  for  r  after  an  initial  vowel, 
except  when  the  r  is  followed  by  t  or  d  ;  chay  orj;  for 
v  ;  or  th. 

array  orb  arm  error  arise 


1 02.  Use  ray  after  an  initial  vowel  when  followed  by 
t  or  d  ;  chay  or  j;  for  vf  or  th. 

aright     arrayed     arch         urge          orifice      Irving  earth 

..A A. j. ^_..._..:.^-.--^s^._....A....- 

103.  Use  ar  before  122,  and  ray  after  122. 

Rome    disarm    remiss      mar          mires         resume    miser 


NOTE.     A  circle  occurring  between  the  m  and  r  does  not  affect 
the  above  rule.     See  resume  and  miser,  above. 

55 


104.     Use  ray  for  r  beginning  a  word,    unless    m 
follows. 

rug  ruin  rich  row  risk  wreck 

/I  /. 


105.  Use  the  curve  sign  for  final  r,  or  rs  (when  no 
sounded  vowel  occurs  between  the  r  and  s),  unless  the 
preceding  stroke  is  k  or  gay;  ray  or  hay;  m  or  th. 

peer  dire  fire          buyers        desires        sours 

\         r       (r       s:        r 

/""          "   /  "          " "Y~  rf~  »  *3~~ 

1 06.  Use  ray  for  final  r  or  rs  when  preceded  by  k  or 
gay;  ray  or  hay;  m  or  th. 

coerce        gayer  roar      hewer        moor          Thayer 


NOTE.  In  a  few  words,  such  as  answer,  officer,  etc. ,  where  /ss 
comes  between  f,  v,  or  n,  and  r,  rar  forms  a  better  junction  than 
ar,  is  faster,  and  is  preferred  by  many. 

107.     Use   ray  before   a  final  vowel  ;    also   use  ray 
before  a  vowel  and  final  s. 

Peru  tarry        theory     desirous      berries       ferries 


READING  EXERCISE— LESSON  No.  10 


-JL. 


57 


WRITING  EXERCISE— LESSON  No.  10 


i  ark 

1  6  Arabic 

31  erased 

46  rum 

2  mar 

17  four 

32  richer 

47  rarer 

3  Jury 

i  8  store 

33  ream 

48  arrow 

4  renew 

19  roar 

34  barrier 

49  steamer 

5  aroma 

20  irate 

35  curry 

50  sherry 

6  shower 

21  soar 

36  rake 

51  ray 

7  story 

22  readiness 

37  arnica 

52  arena 

8  wrong 

23  hewers 

38  marrow 

53  nigher 

9  aright 

24  roomer 

39  bureau 

54  sorrow 

10  Verona 

25  berry 

40  rainy 

55  rebuke 

ii  ramify 

26  wretch 

41  arch 

56  source 

12  furrier 

27  bar 

42  far 

57  repay 

13  remedy 

28  Peru 

43  Darrow 

58  carry 

14  moor 

29  rapier 

44  arrayed 

59  rich 

15  furry 

30  urge 

45  rack 

60  rowing 

I. 

2. 

roses. 
3- 
4- 

5- 


He-erases  too-much  on-the  books. 

The  company  carries  in  stock  a-large  variety  of 


I -see  no  reason  why  they  should-ask  Mary  so  much. 
He-desires  to  tarry  here  for  a-time. 
If  they  take-the  steamer  Missouri  at  four,  they- 
may  reach  Perry  in-time  for-the  parade. 

6.  Take-the  narrow  road  to-the  right. 

7.  I-fear-the  officer  will-be  severe. 

8.  Lay  sorrow  aside  and- make  merry. 

9.  He-ought  to-be  sincere. 

10.  Urge  him  to  desist  and-take  no  risk. 

1 1 .  Archie   possesses   many   books,    both   of    stories 
aud-research. 

12.  Hear- the  fire  roar. 


Sirs :  In  answer  to-yours  of-the  fourth,  the  rates 
will-be-the  same  on-tlie  house,  but  higher  on-the  store, 
since- the  store- house  for  oil  in- the  rear  makes- the  risk 
hazardous.  I  wrote- the  home  office  yesterday  for- the 
cheapest  rate,  and-hope  to-receive  an-answer  by  to- 
morrow. I-desire  to-keep  your  business,  and-will-do  my 
best  to-make-the  rate  low. 


QUESTIONS— LESSON  No.  10 

1.  What  is  the  general  rule  for  the  use  of  ar  and  ray  ? 

2.  Why  cannot  this  rule  always  be  followed  ? 

3.  Which  sign  should  be  used  before  m  ? 

4.  Which  after? 

5.  Which  sign  is  generally  used  for  final  r  ? 

6.  Which  sign  is  used  before  a  final  vowel  ? 

7.  What  is  the  name  of  the  outline  for  rest*  ?      For   miser  ? 
For  desire  ? 


59 


Lesson  No.  11 


RULES  FOR  EL  AND  LAY 

AT  THE  BEGINNING   OF  A  WORD 

108.     Use  lay  for  initial  7;  also  use  lay  when  /  is  the 
only  stroke  consonant  in  the  word. 

lap        lad        latch          lack  lime  lay      Ella    lost 

C 


109.     Use  lay  after  an  initial  vowel  when  followed  by 
any  perpendicular  or  inclined  stroke,  except/ 

Alps        allude        alfa  also        always  alarm 


no.     Use  el  after  an  initial  vowel  when  followed  by 
any  horizontal  stroke,  or  j. 

alike  elm         alum  Elma      Allison     Elmira    allege 


NOTE.  On  account  of  its  easier  junction,  and  consequent  greater 
speed,  many  stenographers  prefer  to  use  the  downward  /  before  n 
or  ing;  thus,  el-n  for  lion  or  Leon;  cl-ingior  lung;  el-iss-n  for 
lesson,  etc. 

60 


AT   THE   END   OP   A   WORD 


in.     Use  lay  when  a  vowel  follows,  unless  preceded 
by  n  or  ing. 

below      dally         chilly          fellow      easily       galley    baseless 


ii2.     Use  Jay  for  final  1  after  all  strokes,  except  f,  v  ; 
n,  ing;  k,  gay  ;  ray  and  hay. 

pool  tile  chill  thill         zeal          mile       muscle      tussle 

± 


113.     Use  c/  for  final  1  after  ^  v;   k,  gay;    ray  or 
hay. 

file  vale          scowl  roil  Howell 


114.     Use  el  after  n  and  ing  in  all  cases. 

Nelly          kingly          wrongly      kneel          nail       snail 


L  BETWEEN  STROKES 

115.     Use  whichever  will  give  the  better  junction. 

61 


WHEN  TO  USE  ISH  AND  SHAY 

1 1 6.  Ish   is  written   downward   and   shay  upward. 
Shay  is  generally  used  when  preceded  or  followed  by  1, 
as  in  lash  and  shell. 

117.  Shay  is  also  generally  used  when  preceded  by  t 
or  d.     In  other  cases  use  whichever  will  give  the  more 
satisfactory  outline. 


62 


READING  EXERCISE— LESSON  No.  11 
1  «e-$-3 


[ 


-X. 


8        LETTER  L 


V.. 


\s 


./-  - 


c 


-/>  _  r  > 

r     ^ 

'I     /\.~ >r^_..\. 


A3        LETTERS. 


L'     _  :  JL— 


r  ^ 

X x 


WRITING   EXERCISE— LESSON   No.  11 


i  meal 

15  slash 

29  looser 

43  comely 

2  mellow 

1  6  fowl 

30  alimony 

44  tile 

3  relay 

17  ideal 

31  fizzle 

45  weasel 

4  lace 

1  8  elbow 

32  muzzle 

46  wisely 

5  bell 

19  allayed 

33  lustre 

47  police 

6  feel 

20  loath 

34  slashed 

48  alack 

7  slack 

21  thill 

35  assail 

49  billow 

8  lame 

22  ledge 

36  counsel 

50  illness 

9  knoll 

23  allure 

37  elm 

51  null 

10  poll 

24  scale 

38  alarm 

52  polish 

1  1  pale 

25  abolish 

39  solicit 

53  elope 

12  gull 

26  foil 

40  solve 

54  viol 

13  mealy 

27  excels 

41  solitary 

55  Elias 

14  kneel 

28  laces 

42  reveal 

56  cowl 

1 .  The  storm  rages  in- the  valley. 

2 .  The  counsel  says- the  whole  thing  is  a- tissue  of  lies. 

3.  He-thinks  much  of-the  social  life  of   our  cities, 
shallow. 

4.  The  law,  in-this-case,  seems  unjust  and-severe. 

5.  The  boys  are  big,  manly  fejlows. 

6.  I-fear  I-shall  have  to-go,  but  Lulu  may  stay. 

7.  Leslie  and-Olive  came  yesterday. 

8.  A-foul  ball  lost-the  game. 

9.  The  pear  was  mellow  and-juicy. 

10.  Misers  lead  lives  of-misery. 

1 1.  The  police  say-the  whole  thing  was  a-fizzle. 

12.  I-think  Ezra  should- go  to- the  mill  for  meal. 

13.  The  air  seems  raw  and-chilly. 

64 


14.  Ask  Nellie  if  she  will  carry  these  lilies  of- the 
valley  to  Viola. 

15.  He-goes  to-the  office  early  for-the  daily  mail. 

1 6.  The  bill  was  for  tallow. 

17.  He- thinks  they  should  abolish- the  lash. 

1 8.  The  lame  lady  lost  her  latch-key  in-the  lobby. 

19.  Paul  says  it-is  folly  to  take  a-pail. 


QUESTIONS— LESSON  No.  11 

1.  How  many  rules  are  there  for  the  use  of  lay  at  the  begin- 
ning of  a  word  ? 

2.  What  is  the  name  of  the  outline  for  lack  ? 

3.  What  is  the  name  of  the  outline  for  always  ? 

4.  What  is  the  name  of  the  outline  for  peal ?    for  lead? 

5.  Should  el  or  lay  be  used  in  the  word  dallied  ? 

6.  What  rule  is  applied  in  writing  elk  ? 

7.  Is  ish  written  upward  or  downward  ? 

8.  Would  you  use  ish  or  shay  in  writing  lash  ? 

9.  Which  would  you  use  in  writing  shawl? 

10.     When  sh  follows  t  or  d,  should  you  use  ish  or  shay  ? 


Lesson  No.  12 


H  REPRESENTED  BY  A  DOT 

1 1 8.  A  convenient  and  very  satisfactory  method  of 
representing  h  before  a  vowel  is  by  a  light  dot  written 
beside  the  vowel ;  thus, 

head  hum  Hume  whistle          whey 


WHEN  TO  USE  THE  H  STROKE 

119.     Use  the  h  stroke  in  the  following-  cases  ;    the 
dot  in  all  others. 

(1)  After  an  initial  vowel,  as  in  ahead;  also  when 
it  is  the  only  stroke  consonant  in  the  word  ;  thus, 

ahead  hay          .    hew  high 

_a_ 

C' 

(2)  When  initial  h  is  followed  by  s,  as  in 

housed        hustle        hoister          hasp 

c       ^ 
-/-A ^-- -A- 

66 


(3)     When  initial  h  is  followed  by  a  vowel,  a  conso 
nant  and  another  vowel,  as  in 

halo          harrow          holiday  Hollis 


(4)  When   followed  by  two  vowels,  as  in  Ho  well, 
haying,  etc. 

(5)  When  it  precedes  a  final  vowel,  as  in  Lehigh. 

120.  Write  the  h  dot  beside  a  dash  vowel,  but  before 
a  dot  vowel,  so  that  a  line  drawn  through  the  two  dots 
would  be  at  right  angles  to  the  consonant  stroke. 

121.  Experienced  writers  almost  invariably  omit  the  h 
dot.     When  deemed  necessary,  the  vowel  following  the 
dot  is  inserted.     This,  together  with  the  context,  is  suf- 
ficient to  indicate  the  word. 

122.  The  student,  from  the  beginning  of  his  writing, 
should  omit  the  h  dot,   at  least  from  all  familiar  words, 
and  he  will  soon  be  able  to  read  readily  without  it. 

NOTE.  Exceptional  cases  may  arise  where  a  departure  from  the 
rules  for  the  use  of  /,  r  and  h  will  give  some  special  advantage  in 
joining,  in  speed,  or  in  the  forming  of  derivatives  ;  but  the  rules 
here  given  will  be  found  to  cover,  in  the  best  manner,  nearly  every 
case.  Those  who  follow  the  rules  closest  will  be  most  certain  of 
their  notes  when  it  comes  to  reading  them,  for  the  rules  are  made, 
for  the  most  part,  for  the  accurate  reading  of,  rather  than  for 
the  writing  of,  shorthand. 


67 


WORD  SIGNS 


S^.  several 

S-\Q  refers  or  reference 

because 

/~ 
highly,  I  will 

\    subject-ed 

**-4-* 

„   J      _  notwithstanding 

x>            .    .               ...     this 

^C.      nevertheless 

/                those  or  thus 

\    _  object-ed 

0                                                                                 ,    . 

^v         objector 

o^            as  or  has 

\  peculiar-ity 

0                                        first 

\__     irregular-itv 

-  —  f> 
influence 

/          regular-ly-ity 

influences 

6-^.s    something 

_S  \     represent-ed 

I      nothing 

o 

is  as,  or  is  his 

_2!                          knowledge 

o 

his  is,  or  his  has 

\                                               bpprvme 

...  Q.      as  his,  or  as  is 

k...          disadvantage 

D.  has  his,  or  has  as 
-  ^_-A  now 

V.                                  never 

v_y      new,  knew 

...  forever 

^~^\ 
\      into 

v~ 

)       especial-ly 

S_4      unto 

68 


READING  EXERCISE— LESSON  No.  12 


1    !    7 

ffi 
5     W.S, 

j.(     X~_    ,/.:  a'7.- 

/ 
,,     SENTENCES.... /'..^...^ 


'/ 


L 


e9 


WRITING  EXERCISE— LESSON   No.  12 


i  hops 

12  Hicks 

22  horseshoe 

32  hostile 

2  hooks 

13  hums 

23  Ohio 

33  horrify 

3  hacks 

14  hunks 

24  hoes 

34  horrid 

4  hawks 

15  hank 

25  Hyson 

35  harrassed 

5  hoed 

1  6  halves 

26  hussar 

36  highway 

6  ham 

1  7  hubs 

27  Harris 

37  hissing 

7  hate 

1  8  hoops 

28  hazy 

38  hobbyhorse 

8  heel 

19  hides 

29  hyacinth 

39  honey  -box 

9  whew 

20  hang 

30  hurried 

40  huffish 

10  wheezes 

21  huckster 

31  housetop 

41  hallowed 

ii  hedge 

1.  The  poor  horse  was  hopelessly  stuck  in-the  mud- 
dy highway. 

2.  He- thinks  he-saw-the  head  of- the  hyena. 

3.  The  host  and-hostess  receive  at- the  head  of- the 
stairs. 

4.  Harry  lives  on-the  hill  half  a-mile  away. 

5.  Hasten,  for  I-hear  Horace  whistle. 

6.  In-the  heat  of-the  day  he-sits  by-the  hedge. 

7.  Now,  in  shame  he-hangs  his  haughty  head. 

8.  Ask  Hugh  if  he- will  harness-the  horse. 

9.  Haste  makes  waste. 

10.  Harriet  will   make   wreaths   of    holly    and-hang 
them  in-the  hall. 

11.  The  hole  in-the  hull  will  soon  cause- the  ship  to 
sink. 

The  dog  howls  and-the  hare  scurries  for-the  hills. 

He-hung  his  hat  on-the  hinge  of-the  door. 

The  high  heel  came  off  her  shoe  on-the- way  to-the 


12. 

13- 
14. 
house. 


70 


15.  Never  have  I  seen  so  many   subjected    to  these 
disadvantages. 

1 6.  The  way  is-as  familiar  as  ever. 

17.  He-refers  to-the  many  peculiar  influences  which 
first  took  him  away. 

1 8.  The  whole  thing  was  irregular. 

19.  Several  came  to  hear- the  subject  discussed. 

20.  Many  are  now   familiar  with-the   disadvantages 
of -the  system. 

21.  Anything  in-the-way  of  knowledge  may  become 
an-advantage. 

22.  They  think  highly  of-his  reference. 

23.  Several  have  already  objected  because  of  irregu- 
larities. 

24.  Nevertheless  they  refer  to  several  causes. 

25.  Is-his  case  now  on? 


QUESTIONS— LESSON   No.  12 

1.  What  two  methods  are  employed  for  representing  h  ? 

2.  How  many  ruleo  are  given  for  the  use  of  the  h  stroke  ? 

3.  When  initial  h  is  followed  by  s,  should  you  use  the  stroke 
or  the  clot  ? 

4.  Would  you  use  the  stroke  or  the  dot  in  writing  the  word 
In.od? 

5.  In  writing  the  word  hose,  would  you  use  the  h  stroke  or  the 
z  stroke  ?     What  is  the  rule  governing  this  ? 

6.  When  h  is  followed  by  a  vowel,   a  consonant  and  another 
vowel,  should  the  h  dot  or  stroke  bs  us^;l? 

7.  Should  the  dot  or  stroke  be  used   in    hill  ?     In    hilly?     In 
halls  f 


Lesson  No.  13 


THE  W  STROKE  AND  SEMICIRCLES 

USES   OF   THE    W  STROKE 

123.     Use  the  w  stroke  after  an  initial   vowel  ;    also 
when  w  is  the  only  stroke  consonant  in  the  word. 

awoke  await  Owego  Iowa 


.if. 

1  24.     Use  the  w  stroke  when  s  follows,  in  such  words  as 
waste          wiser          wisely       edgewise     always       whiskey 


125.     Use  the  \v  stroke  for  initial  sw  when  followed 
by  m,  n  or  1. 

swim  swale  Sweeney      swallow         swells 

<*yC 


126.  Use  the  Y  Stroke  when  it  is  the  only  stroke 
consonant  in  the  word,  or  when  it  is  followed  by  s,  as  in 
yes,  yeast,  etc.  The  stroke  should  also  be  used  for  y 
following  an  initial  vowel,  as  in  over. 

72 


BRIEF  SIGNS  FOR  W 

12 7.  For  convenience  and  speed,  wis  also  represented 
by  three  brief  signs  ;  a  small  initial  hook,  and  two  semi- 
circles. The  semi-circles  are  (c)  weh,  opening  to  the 
right,  and  (a)  with,  opening  to  the  left. 


THE  W  HOOK 

128.     A  small  hook  for  w  is  used  on  five  strokes  only; 
lay,  el,  ray,  m  and  n  ;  thus, 

wail  Wilson  queer      whim       wine        twin    unwell 


129.     The   names   of   the   strokes   with   the   w   hook 
attached  are  wel,  irer,  wem  and  wen. 


130.  Use  the  w  hook  for  initial  w  when  followed  by 
any  of  the  five  strokes  to  which  it  may  be  joined  ;  namely, 
lay,  el,  ray,  m  or  n. 

weal        welcome        weary          we  may         whine 


131.  Use  the  hook  for  initial  sw  preceding  r,  as 
in  swore,  etc.  (Zss  is  not  joined  to  any  other  \v-hook 
consonant.  ) 

73 


Also  use  the  hook  for  iv  between  consonants  when 
it  is  followed  by  lay,  el,  ray,  m  or  n,  providing  it 
can  be  conveniently  joined. 

swore  unwieldy        twenty   acquire   quench        beware 


NOTE.     The  names  of  the  above  outlines?  are  iss-wer,   n-wel-H, 
t-wen-t,  k-wer,  k-wen-chay  and  b-wer. 


132.  Well   or    wuh   may   be   joined   to   any   stroke, 
except  h,  not  taking  the  \v  hook.      Wuh  is  always  used 
before  ing,  k  and  gay. 

133.  In  choosing  between  \veh  and  wuh,  always  use 
weh  when  it  will  form  fin  angle  with  the  stroke  to  which 
it  is  joined.     When  it  will  not  so  join,  use  wuh. 

weep   weed   witch     wave  Waith  wash       week      wing      wig 

Ji 1 1 X....-L 


ISS  JOINED  TO  WEH  AND  WUH 

134..     The  small  circle  may  be  joined  to  wch  and  wuli, 
and  to  the  w  hook  on  my  ,'  thus, 

switch  unswayed  swirl 

7  vXe 


74 


135-  In  joining  iss  to  these  signs,  the  best  results  will 
be  secured  by  slightly  flattening  the  circle,  that  is,  making 
it  more  like  a  loop  than  a  circle.  See  preceding  illus- 
tration. 

136.  The  names  of  the  consonants  with  weh  and  wuh 
attached  are  weli-t,  \\eJi-chtiy,  wuli-k,  \vuh-ing,  etc. 

137.  If  the  iss  circle  is  added  to  weh  and  wuh,  the 
names  would   be  iss-weh-t,    iss-weh-chay,    iss-wuh-k, 
J83-wub-iDg,  etc. 


WHEN  TO  USE  WEH  AND  WUH 

138.  Use  weh  or  wuh  for  initial  w  or  sw,  unless  fol- 
lowed by  s  or  z,  or  by  one  of  the  w-hook  consonants, 
(7,  m,  n,  ray}. 

wipe          Swede        switch          swing        swish  swath 


139.     Use  weh  or  wuh,  joined,  in  the  middle  of  such 
words  as 

unweighed     inweave  unswayed    beeswax      dissuade 


I 


BRIEF  SIGNS  FOR  F. 

140.      Y  has  two  brief  signs  ;    ( >->  )  yeh,  opening  up- 
ward, and  (  o  )  yuh,  opening  downward. 

75 


141.  Use  yeh  or  yuh  as  may  be  most  convenient,  but 
join  so  as  to  form  a  sharp  angle  with  the  consonant  to 
which  it  is  attached. 

yon  yell  unyoke        youngster       Yates 


142.  When  y  begins  a  word,  it  is  represented  by  yeh 
or  yuh  joined,  unless  followed  by  s,  in  which  case  the 
y  stroke  is  used. 

REMARKS.  The  foregoing  rules  for  the  use  of  brief  w  and  y, 
refer  to  these  signs  when  joined  to  consonant  strokes.  In  the  fol- 
lowing chapter  they  will  be  given  disjoined.  It  is,  therefore,  very 
important  that  this  lesson  be  thoroughly  mastered  before  proceed- 
ing further. 

Do  not  be  weary  in  your  practice,  nor  become  impatient  to  pro- 
ceed. Master  every  principle  as  you  advance  and  practice  the 
Reading  and  Writing  Exercises  until  every  word  can  be  read  with- 
out hesitation  and  written  quite  readily.  Do  this  with  all  subse- 
quent lessons,  and  you  will  reach  the  desired  goal  in  the  shortest 
possible  time.  Furthermore,  you  will  have  the  ultimate  satisfac- 
tion of  being  able  to  read  your  notes  readily.  Failure  awaits  him 
who  passes  to  a  new  lesson  before  mastering  the  preceding  one. 


76 


READING  EXERCISE— LESSON  No.  13 


L fe y.....  </i :  I m. 

•  t-^u ;-         -""-p^-- 

^x — •         «e  »e        •€          ^      / 

/     5    1'  ^    \^  \  Y  ^ 
"//""  ""/} 

— r~ 

8      SENTENCES -C*-.-' -Y !—     ...  J—  ..\-..A. ....L-.jSv. 


-  '- 


n 


WRITING  EXERCISE— LESSON  No.  13 


I 

awaits 

17 

twin 

33 

welfare 

48 

white-  wine 

2 

awhile 

18 

wealthy 

34  wheat 

49 

whiteness 

3 

west 

19 

worse 

35 

wad 

50  woodhouse 

4 

whist 

20 

Welsh 

36 

white 

5i 

swab 

5 

woes 

21 

whine 

37 

weakness 

52 

swath 

6 

wheeze 

22 

whence 

38 

whitewood 

53 

swap 

7 

yaw 

23 

wines 

39 

waxes 

54 

swarthy 

8 

oyez 

24 

wiles 

40 

waggish 

55 

sweetness 

9 

yeast 

25 

unworthy 

4i 

wal  lower 

56 

swearer 

10 

yestereve 

26 

unwearied  42 

walk 

57 

sweet  wood 

i  r 

well 

27 

quarry 

43 

whack 

58 

yellow 

12 

wall 

28 

wearily 

44 

wingless 

59 

yacht 

!3 

wheel 

29 

weaver 

45 

whip 

60 

yam 

14 

whale 

30 

warp 

46 

whitecap 

61 

Eunice 

15 

wiry 

31 

warmth 

47 

whitewash 

62 

yawns 

16 

warlike 

32 

warty 

1 .  This  worthy  young  fellow  does  office  work  at-the 
Waverly. 

2.  He  swears    he-saw-the    witness    in-the    window 
opposite. 

3.  The   young   housewife   sought   a-few   pieces   of- 
Wedgwood  at-the  Elmwood  sale. 

4.  It-is  a- warm  and- windy  day. 

5.  The  widow  wore  a-white  and-yellow  shawl. 

6.  Winnie  may  help  with-the  housework  for  a-week 


or  so. 

7- 


His  weakness  for  wine  may  cause  his  ruin. 
They  eat  too-many  sweets  to-be  well  and-hearty. 
It-is  unwieldy  and-much-the  worse  for  wear, 

78 


10.  I-fear-the  youngster  is  unworthy. 

11.  The  youth  works  for  small,  weekly  wages. 

12.  Weak,  weary  and-wet  they  came  to- the  window 
for  aid. 

13.  Will  twenty  of-these  large,  yellow  quinces  make 
a-peck  ? 

14.  Should  Webster  awake  soon,  ask  him  to  sweep- the 
sidewalk. 

15.  The  door  of  folly  swings  wide  to- the  heedless. 

1 6.  If  he-is  wise  he- will  await  us  here. 

17.  This  young  Yankee  will  name  his  yellow  yacht 
"The  Swallow." 


QUESTIONS— LESSON  No.  13 

1.  W  is  represented  by  how  many  signs  ? 

2.  To  how  many  strokes  may  the  w  hook  be  joined  ? 

3.  What  is  the  name  of  the  w  semicircle  opening  to  the  right  ? 
To  the  left  ? 

4.  When  initial  sw  is  followed  by  m,  n  or  /,  by  what  should 
the  w  ba  represented  ? 

5.  What  outline  should  be  used  in  writing  the  word   awhile? 

6.  What  is  the  name  of  m  with  the  \v  hook  attached  ? 

7.  In  writing  the  word  week,  which  should  you  use,  weh  or 
wuh?    Why? 

8.  Iss  may  be  joined  to  the  w  hook  on  what  stroke  ? 

9.  May  y'ss  be  joined  to  both  weh  and  wuh  ? 

10.  What  is  the  name  of  the  outline  for  swayed  ? 

11.  May  weh  be  joined  to  any  stroke ? 

12.  In  joining  weh  or  wuh,  how  do  you  tell  which  one  to  use  ? 

13.  What  is  the  name  of  the  outline  for  wing  ? 

14.  What  is  the  name  of  the  outline  for  switch  ? 


79 


Lesson  No.  14 


BRIEF  W  AND  Y  IN  THE  VOWEL  PLACES 

143  W  or  Y  and  a  following  vowel,  may  often  be 
advantageously  represented  by  writing  the  brief  \v  or  y 
in  the  place  of  the  vowel. 

144.  Weh  and  yeh  are  used  to  represent  the  dot 
vowels,  and  wuh  and  yah  the  dash  vowels. 

dwell        twist         lawyer  quick  quota 


145.  W  or  y  and  a  following  diphthong  may  be  ex- 
pressed by  writing  the  brief  \v  or  y  in  the  place  of  the 
diphthong. 

The  following  table  will  show  the  brief  \v  and  y  in 
the  vowel  places. 


we  or  wl  c 
wa  or  weh  c 
wah  or  wa  c 


waw  or  w6 
wo  or  wuh 

woo  or  w66 


ye  or  yl 
ya  or  yeh 
yah  or  ya 


yaw  or  y& 
yo  or  yuh 
yoo  or  y66 


Should  great  accuracy  be  required,  the  semicircles  may 
be  made  heavy  for  the  long  vowels  and  light  for  the  short 
ones.  This  distinction,  however,  is  considered  wholly 
unnecessary  in  practice. 

80 


146.  The  brief  \v  disjoined,  is  used  principally  for 
w  between  consonants,  where  the  hook  or  semicircle 
could  not  be  joined  to  advantage  ;  as  in 

twill  quail  quake  bewail        inquest 


147.  Brief  y  is  also  employed  to  represent  two  con- 
current vowel  sounds,  the  first  of  which  is  i  or  e  ;  thus, 

ya  for  ia  as  in  opiate ^j 

yuh  for  hi  as  in  various. 

„  ,       .  .... 

yo  tor  10  as  in  inferior 

y&  for  in  as  in  Arabia — ~^i- 

148.  While  the  employment  of  brief  y  as  above  illus- 
trated  does   not   exactly   express   the   vowel  sounds,  it 
represents  the  sounds  we  most  frequently  hear  in  rapid 
speaking.     It  fulfills  all  requirements  and  results  in  the 
saving  of  one  vowel,  and  sometimes  of   one   consonant 
stroke  also,  as  in  furious. 


THE  AFFIX  ING 

149.     ING.     The  affix  ing  may  be  expressed  by  the 
stroke  ing,  or  by  a  light  dot  written  at  the  end  of  the 

81 


consonant  outline.     The  dot   will  usually  be  found  the 
more  convenient  ;  thus, 

testing  saying          (  losing  showing  buying 


150.  INGS.  The  affix  ings  should  be  expressed  by 
the  stroke  ing-iss  whenever  it  can  be  conveniently 
joined.  When  it  cannot  be  conveniently  joined  a  heavy 
dot  may  be  used  ;  thus, 

sayings      teachings        facings  castings        bastings 

-------------  —    .......  -- 


151.  INGLY.     The  affix  ingly  nia)^  be  expressed  by 
a  heavy  dash  at  the  end  of  the  consonant  outline  ;  thus, 

amazingly        knowingly       charmingly          lovingly 

-->-         V-       --^-  - 

152.  ING  THE.     The  affix  ing  and  a  following  the 
may  be  expressed  by  writing  a  light  dash  in  the  place  of 
the  dot  for  ing.     The  dash  should  be  written  in  the 
direction  of  p  or  chay  ;  thus, 

paying  the      doing  the    shaping  the  seeking  the   choosing  the 
\  I  J-  ..-/--- 

-V-  <~~  £; 

153.  7YG  A,  AN  or  AND.      The   affix   ing,  and  a 
following  a,  an  or  and  may  be  expressed  by  writing  a 
light  dash  in  the  direction  of  t  or  k  in  place  of  the  dot 
for  ing  ;  thus, 

eating  an     making  a    seeking  a    pa3ringa    giving  a  knowing  an 


82 


WORD   SIGNS- CONTRACTIONS. 


c 

we  or  with 

£~ 

c  were 

</ 

3 

what 

.     a.  ..    would 

u 
ye  or  year 

we  may   with  me 

u          ...vet 

or  with  my 

•o 

beyond 

*~"l 

n  you 

c/\^                          ...  wherever 

READING  EXERCISE— LESSON   No.  14 


7 


-  LI 


10      LETTER 


\  „  L 


V, 


WRITING   EXERCISE— LESSON   No.  14 


1  twists 

2  quest 

3  quakes 

4  dwells 

5  squaws 

6  quail 

7  squeal 

8  equipage 

9  squib 

10  quoth 

1 1  squeak 

12  quickness 

13  squalor 

14  squatty 

15  quickest 

1 6  equate 

17  Quebec 

1 8  quicklime 

19  squeezes 

20  quizzes 

21  squeaks 

22  mania 

23  opiate 

24  studious 

25  idiom 

26  notorious 

27  Siberia 

28  India 

29  Saviour 


30  genial 

31  cameo 

32  radius 

33  magnolia 

34  oriole 

35  opium 

36  audience 

37  Victoria 

38  waging 

39  wagging 

40  waiving 

41  walking 

42  walloping 

43  warring 

44  whirring 

45  wavering 

46  waxing 

47  wedding 

48  waylaying 

49  whizzing 

50  bobbing 

51  boasting 

52  yoking 

53  winking 

54  wreaking 

55  sweeping 

56  switching 

57  swimming 

58  swallowing 


59  quakingly 

60  beamingly 

6 1  appallingly 

62  jestingly 

63  resistingly 

64  boastingly 

65  beseechingly 

66  equipping 

67  quizzing 

68  acquitting 

69  swooping 

70  untwisting 

71  squibbing 

72  thwacking 

73  steaming 

74  sneezing 

75  hoisting 

76  arresting 

77  rescuing  a 

78  abusing  a 

79  rebuking  a 

80  excelling  the 

8 1  coaching  a 

82  buying  and 

83  smoking  and 

84  revising  and 

85  dusting  and 

86  checking  the 


1.  We-are  aware  where  we- will  see  him. 

2.  What  do-you  say  if- we  walk  beyond- the  mill  ? 

3.  Were  you  with-me  when  he-referred  to-the  disad- 
vantage of- his  lack  of  knowledge  and-influence  ? 

4.  Whenever  and- wherever  we-may  go  we-may  always 
see  something  peculiar  if-we  but  look. 

5.  We- will    stay    here    while    you    seek   something 
familiar. 

6.  When  we  go  with  you  we-know  we-will  have  a- 
nice  time. 

7.  Beyond-the  house  is-the  mill,  where  you-may  go 
whenever  you  wish. 

8.  The   boys  are  going  swimming,   and- would    like 
Webster  to- go  with- them. 


QUESTIONS-LESSON   No.  14 

1.  What  is  the  principal  use  for  weh  and  wuh  disjoined  ? 

2.  When  w  and  a  following  dash  vowel  are  to  be  represented, 
which  should  be  used,  weh  or  wuh  ? 

3.  If  you  write  weh  in  the  place  of  "f",  what  sound  does  it 
represent  ? 

4.  In  expressing  y  and  a  dot  vowel,  which  should  be  used,  yeh 
or  yuh  ? 

5.  How  many  ways  are  there  of  expressing  the  affix  ing  ? 

6.  Which  way  is  usually  the  more  convenient  ? 

7.  When  the  affix  ings  cannot  be  expressed  by  the  stroke  ings, 
how  may  it  be  represented  ? 

8.  How  may  the  affix  ingly  be  expressed? 

9.  Explain  the  difference  between  the  method  of  expressing  the 
affix  ing  the,  and  the  affix  ing  a. 


86 


Lesson  No.  15 


THE  Z,  HOOK 

154.  A  small  initial  hook  on  the  upper  side  of  k 
and  gay,  or  on  the  right  side  of  any  downward  straight 
line  adds  1  ;  thus, 

kl          gl  pi        bl  tl         dl  chl       jl 

\      $     s  / 

155.  A  small  initial  hook  on  the  concave  (inner) 
side  of  f,  v,  th,  sh,  and  zh  adds  /;  thus, 

fl  vl  thl  shl  zhl 

^  C   C  Js 


NOTE.  In  shl  and  zhl,  the  hook  is  at  the  bottom  and  the  strokes 
are  written  upward.  Zhl  is  the  only  heavy  stroke  in  shorthand 
written  upward.  /,  way,  y,  s,  z,  ar,  ing,  and  hay,  do  not  take 
the  /  hook. 

156.  A  large  initial  hook  on  772,  n,  and  ray  adds  7. 
The  hook  should  be  made  about  one-half  the  length  of 
the  consonant  ;  thus, 

nil  nl  rl 

CT\  Q^  C/ 

87 


157-  The  names  of  the  7  hook  consonants  are  formed 
by  sounding  the  vowel  eh  between  the  consonant  stroke 
and  the  /  hook  ;  thus,  kel,  gel,  pel,  bel,  fel,  shel,  zhel, 
mel,  nel,  rel,  etc. 

158.  Three  Things  to  Remember  About  the  L 
Hook  : 

ist.     That  it  is  always  at  the  beginning  of  a  conso- 
nant stroke. 

sd.      That   it   is   on  the    right  side   of   downward 

straight  lines  and  the  upper  side  of  k  and  gay. 

3d.     That  it  must  be  made  large  on  m,  n,  and  ray 

to  avoid  being  confused  with  the  w  hook  on 

the  same  letters. 


GENERAL  USE  OF  THE  L  HOOK 

159.  The  1  hook  is  used  principally  in  those  words 
where  no  sounded  vowel,  or  one  of  but  minor  importance, 
would  come  between  the  consonant  and  1  ;  as  in, 


play    blame    payable    final        barrel 


VOCALIZATION  OF  L  HOOK  CONSONANTS 

1 60.  A  stroke  with  an  1  hook  is  vocalized  the  same  as 
a  simple  consonant  sign,  but  the  hook  must  be  read  after 
the  stroke.  See  example  above. 

88 


IMPERFECT  HOOKS 

161.  It  is  not  always  possible  to  make  a  perfect  / 
hook  between  strokes.  Where  the  hook  cannot  be  made 
perfect,  a  slight  retracing  of  the  preceding  consonant 
will  clearly  indicate  the  hook  ;  thus, 

ripple          gable         maple         nickel          fiddle         tingle 


ISS  JOINED  TO  AN  L  HOOK 

162.  Iss  may  be  joined  to  the  /  hook  by  writing  it 
distinctly  within  the  hook.  When  so  joined,  a  slight 
flattening  of  the  circle  will  produce  the  best  results  ;  thus, 

supply  civil  briskly  disclaim 


CAUTION.  The  loops  and  large  circle  are  not  prefixed 
to  the  1  hook. 

The  names  of  the  /  hook  signs,  with  /ss  prefixed,  are  iss-vel,  iss- 
pel,  iss-dcl,  iss-kel,  etc.,  or,  when  convenient  to  sound,  svel,  spel, 
sdel,  skcl,  etc. 

163.  MAKE  THE  HOOKS  SMALL.  Observe  the  size 
here  given  and  try  to  get  yours  the  same.  The  large 
hook  on  777,  77,  and  ray  should  be  twice  as  wide  and 
about  twice  as  long  as  the  small  hooks. 

89 


READING   EXERCISE— LESSON   No.  15 


\<f v>.    •" ^.. -/-... x^.  — x^—  ---.— 

2 

3 

4 

^     .  o      V  r>  'T-V      <i — 

|7 

A.  * 

4, ...  c o  ---Vj *^      •" — *\ 

8      SENTENCES    .-./!_  _._"\.._         .....^.._.     ...\.. 


90 


WRITING  EXERCISE— LESSON  No.  15 

49  fly-wheel 

50  evil 

51  cloak 

52  blazing 

53  civil 

54  saddle 

55  display 

56  displease 

57  plausible 

58  noticeable 

59  plastering  a 

60  pleasing  the 

6 1  clasping  a 

62  playing  and 

63  blessing  the 

64  shoveling  the 

1 .  Please  replace- the  two  missing  panels  in-the  closet 
door. 

2.  On- the- way  we  saw  Noble  with  a-load  of  apples, 
plums  and-pickles. 

3.  On- Wednesday  we- will  visit- the  new  tunnel  with- 
my  uncle,  who-is  one  of-the  officials. 

4.  It-is  possible  they-may  settle-the  claim  now,  but 
a-legal  battle  for-the  title  seems  likely. 

5.  I- wish  Michael  would  pluck   a- few   clusters    of- 
those  pink  and-white  blossoms  for  me. 

6.  Come  with-me  and  I-will  show  you-the  samples 
of  blue  and-white  flannel,  which  we-are  now  displaying. 

7.  When  we  settle-the  affairs  of-the  company  we- will 
place  your  claim  first. 

91 


i  plea 

17  Bible 

33  flannel 

2  clip 

1  8  buckle 

34  flesh 

3  clash 

19  kennel 

35  funnel 

4  plague 

20  stumble 

36  fluster 

5  outfly 

21  replace 

37  likely 

6  joggle 

22  double 

38  clue 

7  classed 

23  vocal 

39  bevel 

8  cable 

24  flag 

40  peddle 

9  blackness 

25  cluster 

41  camel 

10  table 

26  thickly 

42  clams 

ii  fluid 

27  flume 

43  closed 

12  smuggle 

28  nimble 

44  panel 

13  pluck 

29  bluster 

45  cling 

14  reclaim 

30  noble 

46  glazes 

15  pleases 

31  staple 

47  oblige 

1  6  enable 

32  legally 

48  final 

8.  To  make-the  scheme  feasible,  his  influence  is  most 
desirable. 

9.  Our  research  discloses  but  a-small  supply. 

10.  The  "  Camels"  will  play- the  final  game  with-the 
' '  Elmwoods ' '  on-  Wednesday 

1 1 .  The  company  should  employ  him  as  he- will  make 
a-most  amiable  official. 

12.  She-is  feeble  and  I-fear  may  stumble. 

13.  The  business  places  close  at  six. 

14.  Please  ship  at  once  one  fly-wheel  for  our  duplex 
blower,  and-much  oblige. 

15.  If-you-will    come    with-me   we-will   place   a-new 
panel  in-the  double  door. 

1 6.  I-will  show  you  our  samples  of  blue  enamel  ware. 

17.  Please  show  us- the  clay  model. 


QUESTIONS— LESSON  No.  15 

1.  A  small  initial  hook  on  the  upper  side  of  k  and  gay  repre- 
sents what  letter  ? 

2.  What  letter  is  represented  by  a  small  initial  hook  on  the 
right  side  of  downward  straight  lines  ? 

3.  In  what  manner  do  she!  and  zhel  differ  from  fel  and  \cl? 

4.  What  letters  do  not  take  the  7  hook  ? 

5.  How  does  the  /  hook  on  m,  n  and  ray  differ  from  the  /  hook 
on  other  strokes  ? 

6.  Why  is  the  /  hook  on  m,  n  and  ray  made  large  ? 

7.  What  is  the  name  of  m  with  an  1  hook  ? 

8.  Is  the  /  hook  ever  written  at  the  end  of  a  stroke  ? 

9.  How  is  a  stroke  vocalized  with  an  /  hook  attachment  ? 

10.  How  is  an  imperfect  /  hook  formed  ? 

1 1.  How  may  the  /ss  circle  be  joined  to  the  1  hook  ? 

12.  May  the  loops  or  the  large  circle  be  added  to  the  /  hook  ? 

13.  What  is  the  name  of  the  outline  for  settle  f     For  disclose  ? 

92 


Lesson  No.  16 


THE  R  HOOK 

164.  A  small  initial  hook  on  the  lower  side  of  k  and 
gay,  and  on  the  left  side  of  any  downward  straight  line 
adds  r;  thus, 

kr  gr  pr        br  tr          dr  chr        jr 

e-  \        \  11  /         / 

165.  Notice  that  the  r  hook  on  these  letters  is   ex- 
actly opposite  the  /  hook  ;  the  7  being  on  the  right  side, 
the  r  hook  on  the  left  side. 

1  66.     A  small  hook  on  an  inverted  f,  v  or  th  adds  r; 

thus, 

fr  vr  thr 


167.  The  above  characters  cannot  be  confused  with 
ar,  w,  SOT  z,  because  these  strokes  never  take  an  initial 
hook. 

1  68.     A  small  initial  hook  on  a  shaded  ni  or  n  adds 

r;  thus, 

mr  nr  rumor  dinner 

L 


93 


169.     A  small  hook  at  the  top  of  sh  and  zh  adds  r ; 

thus, 

shr  zhr  shriek        measure 


170.  Remember  that  in  s&r  and  z/zr  the  hook  is  at 
the  top,  and  the  strokes  are  always  written  downward. 
On  shl  and  z/j/  the  hook  is  always  at  the  bottom, 
and  the  strokes  are  written  upward.  There  is,  there- 
fore, no  coufliction  between  sher  and  shel,  or  zher  and 
zbel. 


VOCALIZATION,  USE,  ETC. 

171.  Strokes  with  r  hooks  are  vocalized  and  used  the 
same  as  strokes  with  7  hooks,  and  are  governed  by  the 
same  rules.     The  hook  is  always  read  after  the  conso- 
nant stroke.     When  a  circle  is  prefixed  to  an  /or  r  hook, 
read  the  circle  first. 

172.  When  it  is  impossible  to  make  a  perfect  hook 
between  strokes,  an  imperfect  hook  may  be  formed  by 
retracing  the  stroke  preceding  the  hook  ;  thus, 

cheaper  baker  digger         dauber 


173.  CAUTION.  The  r  hook  on  m  and  n  must  be 
made  small,  and  the  m  and  n  shaded,  or  confliction  will 
result  with  the  w  and  /  hooks  on  the  same  letters.  Note 
the  difference. 

nr  mr  wn  wm  nl  ml 


94 


174-  The  names  of  the  r  hook  consonants  are  per,  her, 
ter,  der,  cher,  jer,  her,  ger,  ner,  mer,  sher,  zher, 
ther,  etc. 


ISS,  SEZ,  AND  STEH  PREFIXED  TO  R  HOOKS 

175.  Writing  a  small  circle  in  place  of  the   r  hook 
on  straight  lines  prefixes  s  ;  writing  a  large  circle  in 
place  of  the  hook  prefixes  sez  ;  writing  a  small  loop  in 
place  of  the  hook  prefixes  steh  ;  thus, 

straw  seeker          suppress          sister 

- r .jr 2, a __ 

stutter  stupor  steeper        stitcher 

j _ v_ :\_ :L 

NOTE.     The  ster  loop  is  never  prefixed  to  an  r  hook. 

176.  N  is  the  only  curved  r  hook  sign  taking  initial 
iss  ;  hence,  the  r  in  such  words  as  summer  and  suffer 
should  be  expressed  by  the  stroke  r,  not  with  an  r  hook. 

sinner  sooner  summer  suffer 


177.  Per,  bel,  kel,  ter,  ner,  etc.,  with  iss  prefixed, 
should  be  called  iss-per,  iss-bel,  iss-kel,  iss-ter,  iss-ner, 
etc. 

If  more  convenient,  and  the  syllable  can  be  spoken, 
they  may  be  called  sper,  sbel,  skel,  etc. 

NOTE.  When  sh  followes  per,  her,  ter  or  der,  use  shay.  When 
sh  follows  pel  or  bel,  use  ish.  That  is  to  say,  write  the  sh  on  the 
side  opposite  the  hook  on  these  strokes. 

95 


READING   EXERCISE— LESSON   No.  16 


Y- 

—~yf— 

4    r*  , £_ .Vrrr-_.._        _<TS_±r_.  -!V 

Q^S  v  .  S 

5 

7  7J 

8  LETTER ....'A./. 1_^__I___A__ ....^sr>/l.._A. 

/  i 

10  ...Ai..!^....       ....S:..^ .15^  - -A...' 

b  ^  V  =— ? 


C 

I 


96 


WRITING   EXERCISE- LESSON   No.  16 


i  shriek 

27  treaty 

53  thresh 

2  decry 

28  grassy 

54  tray 

3  riramer 

29  crouching 

55  pricing 

4  author 

30  prying 

56  crop 

5  eagerly 

31  cream 

57  powder 

6  broker 

32  trigger 

58  brim 

7  precise 

33  shaker 

59  drumming 

8  pepper 

34  knocker 

60  bother 

9  rubber 

35  jobber 

6  1  dinner 

10  depressed 

36  thrash 

62  maker 

ii  crying 

37  stunner 

63  freely 

12  crust 

38  silvery 

64  feathery 

13  growth 

39  shrug 

65  drawer 

14  copper 

40  bray 

66  oppressed 

15  prior 

41  praising 

67  drying 

1  6  crawl 

42  groom 

68  priced 

17  teacher 

43  gripping 

69  greedy 

1  8  bookmaker 

44  creeping 

70  editor 

19  appraise 

45  depressing 

71  prairie 

20  trash 

46  crime 

72  soaker 

21  freer 

47  truck 

73  suppress 

22  slipper 

48  drier 

74  secrecy 

23  thrasher 

49  crush 

75  stripper 

24  cooperage 

50  thrush 

76  scrabble 

25  propose 

51  throb 

77  supervise 

26  free 

52  lover 

78  screeching 

1.  The  editor  proposed  many  pressing  measures. 

2.  I-presume  we-shall  hear-the   author   of-this  new 
play  speak  at- the  club  dinner,  Thursday. 

97 


3.  At  last-the  dreary  day  drew  to  a-close,  and  sup- 
perless,  the  weary  soldiers  sought  repose. 

4.  This  foolscap  is  scarcely  suitable. 

5.  The  brickmaker  was  making  bricks  and- the  baker 
was  frying  crullers. 

6.  Please  ask  Roger  to  bring  me-a-small  crock  of- 
cream  for  breakfast. 

7.  The  stripes  on-the  funnel  were  black  and-white. 

8.  The    author    eagerly    proposed    many    striking 
measures  at-the  teachers'  dinner. 

9.  I-have  yours  of  yesterday  with-the   samples  en- 
closed, and-thank-j-ou  for  your  trouble. 

10.  You-may  purchase  three  pieces  each  of- the  damask 
tablecloth,  and- the  navy    blue  flannel  at-the  prices  you 
name.     If,  however,  you  are  able  to-make-the  terms,  two 
off  for  cash,  I-would  like  it.  Ship  Saturday.  Yours  truly. 

1 1 .  My  daughter  Clara,  who-is  now  in  Denver,  saw- 
the  partial  eclipse  of-the  sun  oil-Friday  of  last  week. 

12.  Your  display  of  papers  is  nice  and-as  your  prices 
are  reasonable  your  'sales  should-be  large. 


QUESTIONS— LESSON  No.  16 

1.  Explain  the  difference  between  kel  and  her. 

2.  May  the  r  hook  be  prefixed  to  any  downward  straight  line  ? 

3.  What  letters  are  inverted  when  taking  the  r  hook  ? 

^.  Which  side  of  downward  straight  lines  takes  the  r  hook  ? 

5  How  does  met  differ  from  wem  ? 

6.  How  many  initial  hooks  does  777  take  ? 

7.  How  may  iss  be  prefixed  to  the  r  hook  on  p  ?    On  k  ? 

8.  To  what  curved  r  hook  sign  may  iss  be  prefixed  ? 

9.  How  is  scz  prefixed  to  the  r  hook  on  straight  lines  ? 

10.  Is  the  ster  loop  ever  prefixed  to  the  r  hook  ? 

11.  What  is  the  name  of  the  outline  for  sister? 

98 


Lesson  No.  17 


SPECIAL  USE  OF  L  AND  R  HOOKS 

178.  Long  or  unsatisfactory  outlines  may  frequently 
be  avoided  by  the  use  of  /  and  r  hooks,  even  when  there 
would  be  a  distinct  vowel  sound  between  the  1  or  r  and 
the  consonant  stroke,  as  in  recourse,  portray,  etc. 


SPECIAL  VOCALIZATION 

179.  In  placing  a  vowel  that  is  to  be  read  between 
a  consonant  stroke  and  an  1  or  r  hook,  observe  the  follow- 
ing rules  : 

(a)  When  a  dot  vowel  is  to  be  represented,  make  the 
dot  into  a  circle  and  write  the  circle  before  the  stroke 
when  the  vowel  is  long,  or  after  if  the  vowel  is  short. 
Occasions  will  arise,  however,  where  this  cannot  be  done. 
In  such  cases,  place  the  circle  on  whichever  side  of  the 
stroke  will  be  most  convenient ;  thus, 

barely        merely       tearless        shellac    poineer    veneer 

V 


(6)  When  a  dash  vowel  is  to  be  read  between  a  stroke 
and  an  7  or  r  hook,  the  dash  should  be  struck  through 
the  stroke  ;  thus, 

Turk  doorway  correct  coarsely 


99 


(c)  When  a  diphthong,  or  a  semi-circle,  is  to  be  read 
between  a  stroke  and  an  7  or  r  hook,  it  must  be  struck 
through  the  stroke,  or  written  at  the  beginning  or  end  of 
the  stroke  ;  thus, 

qualify  procure  figures 


THE  CIRCLE  AND  R  HOOK  BETWEEN 
STROKES 

1 80.  \S  may  be  represented  between  any  downward 
straight  line  (p,  b,  t,  d,  chay,  j)  and  ker  or  ger,  by 
making  the  circle  on  the  right  side  of  the  downward  line 
and  joining  the  k  or  gay  from  the  top  of  the  circle. 

S  may  also  be  added  between  chay  orj,  and  pr  or  br  by 
joining  the  p  or  b  in  the  same  manner,  that  is,  from  the 
top  of  the  circle  ;  thus, 

superscribe  disgrace          subscriber  Jasper 


181.  Iss  or  sezmay  be  prefixed  to  the  r  hook  between 
two  straight  lines  in  the  same  direction,  by  turning 
the  circle  on  the  lower  side  of  k  or  gay,  and  on  the  left 
side  of  the  downward  strokes  ;  thus, 

execrable    prosper  disaster  destroy      Boasberg  or,  if  preferred 


1 82.     In  other  cases  the  circle  for  iss  is  written  dis- 
tinctly within  the  hook  ;  thus, 

extra  Passover        designer  listener 

±L  L         C 

" 


GUIDE  TO  THE  USE  OF  THE  L  AND  R  HOOKS 

183.  Use  the  hook  in  all  cases  where  no  vowel  sound, 
or  one  of  but  minor  importance,  would  come  between  the 
stroke  and  hook. 

(a)  The  hook  may  also  be  used  in  words  of  three  or 
more  consonants,  and  occasionally  in  words  of  two  con- 
sonants (even  where  a  strong  vowel  sound  occurs  between 
the  stroke  and  hook),  providing  the  hook  would  give  a 
better  or  more  rapid  outline  than  the  stroke. 

(6)  Do  not,  however,  use  the  hook  where  the  1  or  r 
stroke  could  be  written  to  equal  advantage  and  would 
make  a  plainer  outline  ;  thus  file  should  be  written  f-el, 
not  fel ;  re- file,  ray- f-el ;  bar,  b-ar,  not  her;  door, 
d-ar,  not  der;  but  doorway  could  safely  be  written  der- 
\vay,  and  bark,  ber-k,  thus  giving  a  more  compact  and 
easier  outline  than  d-ar-  w  and  b-ar-k. 


lot 


READING  EXERCISE— LESSON  No.  17 


SENTENCES . 


-y. 


** 


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I    -  f_ 

...Ze ^r^.... 


1 02 


WRITING   EXERCISE— LESSON   No.  17 


i  coal-black 

13  seashore 

25  outstretch  37  discourage 

2  coarsely 

14  filthy 

26  disastrous  38  suitor 

3  burst 

15  fork 

27  pasture       39  feasible 

4  charm 

1  6  firmly 

28  curb            40  distressed 

5  foolscap 

17  forsake 

29  pearl           41  disagreeable 

6  occurs 

1  8  forkless 

30  carboy        42  discourses 

7  shark 

19  term 

31  sharp          43  Turk 

8  shares 

20  car 

32  courage      44  pioneer 

9  gore 

21  verily 

33  foolish        45  nearly 

10  careless 

22  qualify 

34  slavery       46  charcoal 

ii  church 

23  unfurl 

35  endures      47  doorway 

12  portray 

24  curable 

36  descry 

1.  Such  a-discourse  is  scarcely  suitable  for- the  time 
and-place. 

2.  The  officials  are  now  at- the  scene  of -the  disastrous 
wreck  on-the  L,ake  Shore. 

3.  The  firm  will  engage  two  extra  designers,  March 
first. 

4.  They  suppressed  all  telegrams. 

5.  Charley  will  take  a-course  in  engineering  at  Ann 
Arbor. 

6.  The    prisoner    was    courageous,   but   coarse    aiid- 
vulgar. 

7.  He- will  purchase  books  and-have  recourse  to-the 
knowledge  he-desires. 

8.  Strong  drink  is  a-curse. 


103 


SIR  : 

Since  Driscoll's  telegram  of  yesterday,  promising  to 
ship  your  automobile  on  Thursday,  our  engineer  has 
noticed  a- fracture  in- the  rim  of- the  rear  right  wheel. 
The  tire  also  is  weak,  he-says,  and-is  liable  to  burst  at 
any  time  on  being  subjected  to  increased  pressure. 
Both  must  be  replaced.  This  will  require  time,  but  we- 
will  get  a-new  rim  at-the  factory  today  and-by  working 
extra  will-be-able  to  ship  your  car  by-the  steamer 
Empress,  which  sails  at  three  o'clock  Friday  and  reaches 
Plymouth  early  Saturday. 

Yours  truly, 


QUESTIONS— LESSON  No.  17 

1.  Are  the  initial  hooks  ever  used  when  a  strong  vowel  sound 
comes  between  the  stroke  and  hook  ? 

2.  What  is  the  object  in  using  the  hook  when  a  strong  vowel 
sound  conies  between  the  hook  and  stroke  ? 

3.  How  can  a  dash  vowel  be  written  so  as  to  be  read  between 
the  stroke  and  hook  ? 

4.  If  you  wished  to  read  the  vowel    "  a  "   between  a  hook  and 
stroke,  how  would  you  represent  it? 

5.  In  writing  the  word  Jasper  how  would  you  indicate  the  r  ? 
6      How  would  you  indicate  a  circle  and  the  hook  for  r  between 

two  k  strokes  ? 

7.     What  is  the  name  of  the  outline  for  disgrace  f 


104 


Lesson  No.  18 


ENLARGED  L  AND  R  HOOKS 

184.     Any  r  hook  may  be  enlarged  to  add  the  sound 
of  7.     The  names  of  the  enlarged  r  hooks  are  as  follows  : 

prel        trel      cherl          krel         frel        threl     shrel    merl     nerl 

...<\  .......  .0  ............  2  ........  ,cr_ 


185.  The  small  1  hook  may  be  enlarged  to  add  the 
sound  of  r.  R  is  not  added  to  the  large  1  hook  oir  m, 
n,  and  ray. 

The  names  of  the  enlarged  /  hooks  are  as  follows  : 

pier        tier       chler  kler          fler          thler          shier 

.....  S,  ..........  L  .......  Z!  .........  o_  ......  £_  ..........  e 


1  86.  The  enlarged  /  and  r  hooks  are  called  the  rel  and 
ler  hooks. 

187.  S  may  be  prefixed  to  any  rel  or  ler  hook  by 
writing  the  iss  circle  within  the  hook. 


VOCALIZATION 

1 88.     The  rel  and  ler  hooks  are  vocalized  the  same  as 
the  simple  1  and  r  hooks,  except  that  when  a  vowel  is 

105 


placed  after  the  rel  or  ler  hook  it  is  read  between  the  7 
and  r.     See  April  and  /7oo;'  below. 

April      floor         clear        abler          collar    settler     scholar 

_. !k SL_£=    _£ 5r   ....£ 


AY,   t/AT  OR 

189.  The  initial  syllable,  in,  un  or  en,  when  followed 
by  s,  may  frequently  be  represented  to  advantage  by  a 
small  initial  hook,  called  the  In  hook,  prefixed  as  follows  : 

i.  To  any  straight  line  r  hook  sign,  and  occasionally 
to  an  1  hook  sign  ;  thus, 

unsprung     unstring     inscribe     insecure   unsettle     uncivilized 

.  t 


2.     To  any  other  stroke  in  order  to  avoid  turning  a 
circle  on  the  back  of  n  ;  thus, 

unsullied         unseemly  unsunnised 


190.  The  names  of  the  above  outlines  are  ;  in-slay-d, 
in-sem-lay,  in-ser-emst. 

191.  The  In  hook  should  not  be  used  where  the  n 
stroke  could  be  employed  to  better  advantage.      The  hook 
is  used  on  unsettle  and  uncivilized  to  avoid  a  change  of 
outline. 

106 


192.  It  is  sometimes  unnecessary  to  insert  all  the 
vowels  of  a  word.  Certain  unimportant  vowels  may 
safely  be  omitted,  as  eh  in  abler ;  eh  in  babbler ;  a  in 
liberal,  etc.  It  will  be  noticed  that  the  words  can  be 
read  quite  as  readily  without  these  vowels  as  with  them. 

NOTE.     The  In  hook  is  sometimes  employed  to    represent  the 
word  in  ;  as,  in  securing,  in  suppressing,  etc. 


./. 


WORD  SIGNS 

...I.  till,  tell,  it  will 

P.. until,  at  all 

...<T777... call,  equally 

...c difficult-y 

.JL-  full,  fully 

.— ^.-.  value 

-  ^  ....principle,  principal 

~_JB  surprise 

— -A  ....member,  remember 

..^  number-ed 

I  dear 

_...!.  truth 

...  1  .  during 

107 


every,  very 
through 
—  ).  .....  ..their,  there,  they  are 

J\_.  .........................  other 

____  /_  ...........  ....sure,  surely 

._-/__.     ....................  pleasure 

.....  Mr.,  mere,  remark 


.near,  nor 


....Messrs, 
capable-y 


..c— ^.-.  care 

... A-.   from 

__J over 

.-l.-n transgress 

....in  reference 


.influential 


__„„._.    proper 

.____\_.    capability 

_._\._.  probable-ility 


REMARKS.  Derivatives  of  the  words  in  the  above  list  may  be 
formed  by  adding  to  the  word  sign,  the  consonant  or  consonants 
necessary  to  form  the  derivative  ;  thus,  to  difficult,  add  iss  for 
difficulties  ;  to  remark,  add  bel,  for  remarkable-y  ;  to  full,  add  ens, 
for  fulness  ;  to  mere,  add  lay,  for  merely  ;  etc. 


108 


READING  EXERCISE— LESSON  No.  18 


109 


WRITING  EXERCISE— LESSON  No.  18 


i  hflmbler 

1  6  clerical 

31  insuperable 

2  nimbler 

17  buckler 

32  inseparable 

3  dabbler 

1  8  implore 

33  insoluble 

4  droller 

19  level  er 

34  gambler 

5  stickler 

20  enslave 

35  clearness 

6  nibbler 

21  unstrung 

36  colorless 

7  tattler 

22  instructress 

37  smuggler 

8  jumbler 

23  temporal 

38  clergy 

9  unstruck 

24  lustral 

39  cobbler 

10  unscrew 

25  timbrel 

40  glare 

1  1  unsalable 

26  Charles 

41  scribblei 

12  clairvoyance 

27  saddler 

42  inscribe 

13  scrupler 

28  straggler 

43  unsling 

14  quibbler 

29  flourish 

44  insomnia 

15  strangler 

30  simpler 

1.  Have-you  seen- the  editorial  in-the  April  number 
of  McClure's? 

2.  He- is  both  liberal  and-influential. 

3.  His  manner  is  very  charming  and-many  members 
of-the  Ramblers'  Club  will  probably  be  there  to  hear  his 
remarks  on  "  The  Travelers  of  Africa." 

4.  The  principal  difficulty,  as  I  remember  it,  was  to 
secure  capable  trailers. 

5.  We-had-the  pleasure  of  seeing  Mr.  and- Mrs.  Sad- 
dler and-the  Misses  Saddler  during  our  stay  at  Geneva. 

6.  Until  they  tell  us  more,  it- will  be  difficult  to  fig- 
ure-the  value  of-the  full  cargo. 

7.  It- was   a-clear,    warm   day   in    Apiil,  and-m^ny 
flowers  were  in-bloorn. 

no 


8.  The  trouble  seems-to-be  over  ;  some  of-the  mem- 
bers  have  already  passed  through  on-their-way  home; 
others   are   waiting   to   hear  from-the  officials   and-will 
take- the  last  car. 

9.  We  deplore  her  unseemly  and  unsisterly  course. 

10.  The  simpler-the  nicer. 

11.  Charles    writes- the    editorials    for- the    Saturday 
Chronicle  each  week. 

DEAR  SIR  : 

We-have  your  telegram,  saying  you  wish-the  body  of- 
your  cutter  black  and-the  gear  red.  It-will  take  fully 
two  weeks  to  do  a-nice  job,  but  we- will  rush  it  as  fast  as 
possible. 

We-have  a-cutter  in  stock  just  like  yours  in-every-way 
but  with  a-blue-black  body  and-red  gear,  which  we-are- 
sure  will  suit  you.  If-you  wish  this  cutter  wire  us  and 
we- will  ship  Saturday. 

Yours  very  truly, 


QUESTIONS— LESSON  No.  18 

1.  What  is  added  by  enlarging  an  r  hook? 

2.  May  any  r  hook  be  enlarged  ? 

3.  What  is  added  to  the  small  1  hook  sign  by  enlarging? 

4.  What  1  hooks  are  not  enlarged  to  add  r  ? 

5.  What  name  is  given  to  the  enlarged  /  and  r  hooks  ? 

6.  How  may  s  be  prefixed  to  these  enlarged  hooks  ? 

7.  If  a  vowel  is  placed  before  a  stroke  with  an  enlarged  hook, 
when  is  it  read  ? 

8.  If  a  vowel  is  placed  after  such  a  sign,  where  is  it  read  ? 

9.  How  may  the  initial  syllables  in,  en  and  tin  be  represented 
when  followed  by  s  ? 

10.     To  what  series  of  hook  signs  are  they  principally  joined? 

in 


Lesson  No.  19 


FINAL  HOOKS  FOR  F,  V.  AND  N 

193.     A  small  hook  at  the  end,  and  on  the  circle  side 
of  any  straight  line  consonant,  adds  for  v  ;  thus, 

puff  cover  rave  huff  chief 


The  names  of  the  above  outlines  are  ;  pef2,  kev2-ray,  rev2,  hef2, 
chef1. 

194.  With  the  aid  of  the  context,  and  a  little  practice, 
no  confusion  will  result  from  employing  the  same  hook 
for  /"and  v. 

NOTE.  The  y  hook  may  be  used  on  the  perpendicular  curves  to 
denote  the  addition  of  have. 

The  v  hook  may  also  be  used  on  th  in  writing  the  word  thief, 
and  its  derivatives,  thievish,  thievery,  etc. 

195.  A  small  hook  at  the  end  of  any  straight  line  con- 
sonant, and  opposite  the  circle  side,  adds  n  ;  thus, 

den  cleaner  ran  gun  chin 


196.  The  above  will  bring  the  n  hook  on  the  under 
side  of  k,  gay,  ray  and  hay,  and  on  the  left  side  of  all 
other  straight  strokes. 

The  names  of  the  above  outlines  are  ;  den2,  klen-arl,  ren3,  gen2, 

chen1. 

112 


197-     N  may  also  be  added  to  any  curve  sign  by  a 
small  final  hook  on  the  inner  or  concave  side  ;  thus, 

fine  vainer  minute        Orrin  assign 


VOCALIZATION 

198.  A  vowel  placed  after  a  stroke  with  an  f,  v  or  n 
hook,  must  be  read  between  the  stroke  and  the  hook. 
In  other  words,  the  hook  must  be  read  after  any  vowel 
placed  beside  the  stroke.  See  preceding  illustration. 


CIRCLES  AND  LOOPS  ADDED  TO  FINAL  HOOKS 

199.  S  may  be  added  to  the  /"and  v  hooks  and  to  the 
12  hook  on  curves,  by  writing  the  small  circle  distinctly 
within  the  hook  ;  thus, 

raves  puffs  means  fans  thins 


The  names  of  the  above  outlines  are;    ref-iss2  or  re/s2,  pefs2  , 
mcns1,  fens3,  thens1. 

200.  A  circle  or  loop  may  be  added  to  the  n  hook  on 
any  straight  line,  by  writing  the  circle  or  loop  in  the 
place  of  the  hook  ;  thus, 

pens  Kansas        chanced  spinster         glanced 

i  ........  _,.._     A  ......... 

^-p          y  ^-° 

"3 


CAUTION.     The  loops  and  the  large  circle  are  never 
added  to  the  for  v  hooks. 

201.  The  loops  and  the  large  circle  are  never  added 
to  the  n  hook  between  strokes. 

202.  The  small  circle  may  be  added  to  f,  v  and  n 
hooks  between  strokes,  but  only  when  it  can  be  written 
distinctly  within  the  hook  ;  thus, 

lonesome      ransack          ransom          calfskin         sponsor 


WHEN  TO  USE  THE  F,  V  AND  N  HOOKS 

203.     Use  the  f,  v  or  n  hook  when  these  letters  are 
final,  or  when  immediately  followed  by  s. 

cough    coffee         puff      puffy    fun      funny      pens    pennies    dives    device 


^ 

The  names  of  the  above  outlines  are  ;  kef1,  k-fl  ;  pef2,  p2-f; 
fen2,f-n2,  pens2  ,  p-ens2  ;  defs1,  d-vsl. 

204.  The  hook  should  be  used  between  strokes  when- 
ever the  junction  will  permit,  and  when  it  will  make  a 
better  outline  than  the  stroke  would. 

provoke      devote  panic         pinery  Greenwood  preference 


READING  EXERCISE—  LESSON   No.  19 


WRITING  EXERCISE— LESSON   No.  19 


i  gave 

i  6  graver 

31  vainer      46  thinish 

2  rave 

17  engraves 

32  cleaver     47  spinsters 

3  roof 

1  8  drivers 

33  brownish  48  bobbins 

4  staffs 

19  endeavors 

34  vacancy    49  frowns 

5  braver 

20  beverage 

35  dens          50  kinsman 

6  rebuffs 

21  gloves 

36  dances      51  cancer 

7  calf 

22  retrieves 

37  punish      52  swollen 

8  siphon 

23  preferences 

38  French     53  adjourn 

9  heaves 

24  rougher 

39  quinsy      54  ferns 

10  cloves 

25  typhoon 

40  gleans      55  France 

1  1  roofless 

26  doorman 

41  Spencer   56  stanza 

12  divers 

27  wooden 

42  ozone        57  oceans 

13  cleaver 

28  urn 

43  tenth        58  moonshine 

14  devoid 

29  seven 

44  thrones    59  bounced 

15  devote 

30  economy 

45  pancake  60  expanse 

1 .  The  weapon  is  a- very  fine  one. 

2.  The  decline  is  very  sharp  and  I-fear  a-panic. 

3.  Several  clergymen  from  Maine  will  remain  there 
to  study-the  Spanish  language. 

4.  Do-you  think  these  thin  iron  frames  will  sustain- 
the  strain  ? 

5.  Many  of-the  oranges  were  rotten  and-the  lemons 
were  green. 

6.  The   Guaranty    Block   is   a-granite   structure   of 
Spanish  design  and-fine  finish. 

7.  Several  foreigners  will  visit- the  clinic  on-Monda3r. 

8.  If-you-go  down  town  this  noon,  please  bring  me 
a-box  of  pens  and-ten  or  a-dozen  pencils. 

9.  Please  sweeten- the  lemonade  to  your  taste. 
10.     The  country  seems- to- be  volcanic. 

116 


n.  "  There-is-no  obstacle  more  in-the-way  of  success 
in  life  than  trusting  for  something  to  turn  up,  instead  of 
going  to- work  and-turning  up  something." 

12.  The  gunsmith   is  a-kinsman  of-mine,    a-profane 
fellow  but  a-fine  mechanic. 

13.  We-are    enclosing    with-this    our    check    for- the 
balance  due  you  to  June  first. 

14.  The  policeman  on-duty  at-the  time  of- the  runaway 
says  both  Mrs.  Madden  and-the  coachman  were  thrown 
against-the  stone  curbing. 

15.  We-have  this-day  drawn  on-you  at  seven  days' 
sight  as  per  your  telephone  message  of-this  morning,  and- 
thank-you  very  much. 


QUESTIONS-LESSON   No.  19 

1.  What  three  consonants  are  represented  by  small  hooks  at 
the  end  of  straight  line  strokes  ? 

2.  How  do  you  distinguish  between  the  /"and  n  hook  on  straight 
lines  ? 

3.  Is  there  any  way  you  can  distinguish  between  the  /  and  v 
hook  on  straight  lines  ? 

4.  Is  the  f  hook  added  to  curves  ? 

5.  A  vowel  placed  after  a  stroke  with  an  for  n  hook  is  read 
when  ? 

6.  How  is  a  small  circle  added  to  the  f  hook  ? 

7.  Is  the  circle  added  to  the  n  hook  on  curves  the  same  as  to 
the  n  hook  on  straight  lines  ? 

8.  Why  is  it  necessary  to  write  the  circle  distinctly  within  the 
n  hook  on  curves  ? 

9.  How  are  st  and  str  added  to  the  n  hook  on  straight  lines? 

10.  May  the  large  circle  be  added  to  the  n  on  straight  lines  ? 

11.  What  is  said  about  the  addition  of  the  small  circle  to  the 
n  hook  between  strokes  ? 

12.  What  is  the  order  of  reading  a  straight  stroke  with  a  small 
loop  written  in  place  of  the  n  hook  ? 

117 


Lesson  No.  20 


SYLLABLES,  SHON  AND  TIV 

205.  The  syllable  Shon   (spelled  tion,   don,  dan, 
sion,  etc.  in  different  words)  may  be  added  to  any  con- 
sonant by  a  large,  final  hook,  written  on  the  circle  side 
of  straight  strokes,   and  the  inner  or  concave  side  of 
curved  strokes ;  thus, 

motion      coercion          magician        diffusion    visionary 

-^ fe ^ 

The  names  of  the  above  outlines  are;  m-shon2,  k-ray-shon2, 
m-j-shon*,  d3-f-shon,  v-shonl-ray. 

206.  The  syllable  tiv,  which  is  added  to  straight 
lines  only,  is  indicated  by  a  large  hook  written  .opposite 
the  circle  side  ;  thus, 

active        defectiveness          dative  collective 


207.     The  small  circle  may  be  written  within  the  shon 
and  tiv  hooks  to  add  s. 

118 


SMALL  HOOK  FOR  SHON—  CALLED  ESHON 

208.  When  the  syllable  shon  is  preceded  by  a  sounded 
vowel  and  s,  it  is  usually  best  represented  by  a  small  hook 
added  to  the  iss  circle  ;  thus, 

physician      transition       transitional  suppositions  succession 

^e  1  1^  % 

The  names  of  the  above  outlines  are  ;  f-iss-eshonl ,  trens-eshon1 , 
trens-eshonl-lay,  spes-eshons1 ,  skays-eshon2. 

209.  The  small  circle  may  be  written  inside  the  eshon 
hook  to  add  a  final  s.     See  suppositions  in  preceding 
illustration. 


.  VOCALIZATION  OF  ESHON 

210.  Vowels,  occurring  between  the  s  and  shon,  may 
be  written  at  the  left  of  the  hook  if  first  place,  and  at 
the  right  if  second  or  third  place.  In  practice  it  is 
rarely  necessary,  however,  to  vocalize  th  2  eshon  hook. 


119 


READING  EXERCISE— LESSON   No.  20 


/  . 

2  .. 

3  .<?&?. 

S*    -0      n  °\p       \^      9' 

e  .^...^....:A...  5..^_  U 

•     \  l'> 

7      SENTENCE'S 

9     

.  "i 
//  ,.,£!. 

12    L ...'^....^ ....)..-•> 

15 


120 


WRITING  EXERCISE— LESSON  No.  20 


1  remission 

2  rotation 

3  delusion 

4  logician 

5  ineffective 

6  Russian 

7  ruination 

8  submission 

9  inattention 
10  auction 

ri  attraction 

12  negative 

13  division 

14  perfective 

15  radiation 

1 6  deception 

17  regulation 

18  palliation 

19  assertion 

20  irrigation 


21  inspiration 

22  illustration 

23  activeness 

24  professional 

25  receptive 

26  suppression 

27  instruction 

28  duration 

29  mansions 

30  extermination 

31  prosecution 

32  deprivation 

33  fermentation 

34  desolation 

35  desecration 

36  electioneer 

37  subsection 

38  seclusion 

39  friction 

40  veneration 


41  captivity 

42  restorative 

43  distillation 

44  execution 

45  defective 

46  opposition 

47  persuasion 

48  procession 

49  acquisition 

50  indecision 

51  precision 

52  authorization 

53  relaxation 

54  disposition 

55  deposition 

56  dispensation 

57  depreciation 

58  crystallization 

59  pulsation 

60  preposition 


1.  All  say-the  reception  was  a- most   enjoyable   oc- 
casion. 

2.  His  assertions  are  positive  and-his  remarks  pleas- 
ing and-full  of  persuasion. 

3.  He-will  give  large  remuneration  for  instruction. 

4.  There-seems-to-be  friction  among- the  members. 

5.  Dissipation  and-speculation   are- the  ruination  of 
many. 

6.  In-his  deposition  he  states-the  depreciation  was 
simply  normal. 

121 


7-     The  cessation   of   active   operations   is   sure   to- 
occasion  deprivation  and-stiffering  at  this  season. 

8.  I-fear-the  musician  in-his  devotion  to  duty  was- 
the  cause  of-the  sensation. 

9.  The  proposition  which-you  make   for   supplying 
us  with-coal  for-the  coming  three  years  is  receiving  our 
attention. 

10.     We- will,  however,  be  unable  to-give-you  a-deci- 
siou  for  some  days. 


QUESTIONS— LESSON  No.  20 

1.  What  syllable  is  represented  by  a  large  hook  at  the  end,  and 
on  the  circle  side,  of  straight  strokes  ? 

2.  What  syllable  is  represented  by  a  large  hook  at  the  end  of 
curved  strokes  ? 

3.  When  the  syllable  tiv  follows  a  curve,  how  must  it  be  rep- 
resented ? 

4.  What  consonant  always  precedes  the  eshon  hook  ? 

5.  May  the  eshon  hook  be  added  to  both  curved  and  straight 
strokes  ? 

6.  Is  the  tiv  hook  added  to  curves? 

7.  Can  the  tiv  hook  be  confused  with  the  shon  hook  ?     Why  ? 

8.  When  a  long  vowel  occurs  between  the  s  and  shon,  where 
should  it  be  placed  ? 

9.  May  the  small  circle  be  added  to  the  shon  and  tiv  hooks, 
and  the  eshon  hook  ? 

10.     May  these  hooks  be  written  between  strokes  ? 


122 


Lesson  No.  21 


M  SHADED  TO  ADD  P  OR  B 

211.  M  may  be  shaded  to  denote  the  addition  of  the 
sound  of  p  or  b  ;  thus, 

imp        ambition  bump  stamp  impose 

'""^  ^  \  i 

- — .V— x -s-T*- 

<7~v 

212.  Shaded  773  is  called  emp  when  p  is  added,  and 
emb  when  b  is  added. 

213.  Emp  and  emb  never  take  an  initial  hook,  hence, 
they  will  not  conflict  with  mer. 

214.  Three  final  hooks,  n,  s/?o/2  and  esAon,  may  be 
added  to  emp  and  emb. 

215.  P  may  be  omitted  when  it  occurs  between  m  and 
s/JO/7,  in  such  words  as 

presumption  assumption  preemption 

~ •'""^ 


LENGTHENED  STROKES 

216.     Doubling  the  length  of  emp  or  emb  adds  er ; 

thus, 

romper  timber  jumpers 

/ 

V N  U N 

123 


217.     Doubling  the  length  of  ing  adds  kror  gr  ;  thus, 
finger  flankers  linger  angers,  anchors 


2 1 8.     Doubling  the  length  of  any  other  curved  stroke 
adds  tr,  dr  or  thr  ;  thus,   • 

fetter  older  neither  enters 


VOCALIZATION 

219.  A  lengthened  stroke  is  vocalized  the  same  as 
any  simple  consonant  stroke,  but  the  sound  denoted  by 
lengthening  must  be  read  after  any  vowel  placed  beside 
the  stroke,  and  before  a  final  hook,  loop  or  circle.  See 
preceding  illustration. 

CAUTION.  In  those  words  where  gr,  tr,  dr,  etc.  ,  are 
followed  by  a  final  vowel,  or  by  a  vowel  and  s,  the  stroke 
and  r  hook  must  be  used  ;  thus, 

hungry  sentries  mattress          fortress 


220.  It  is  allowable,  in  a  few  words,  to  lengthen  a 
stroke  even  when  a  vowel  following  tr,  dr  or  thr  cannot 
be  expressed  ;  as  in, 

alteration  moderation  federation 


.     The  above  principle  should  be  confined  to  a  few  very 
familiar  words. 

124 


22i.  The  first  position  for  a  lengthened  downward 
stroke  is  on  the  line,  or  a  little  above  it ;  the  second  posi- 
tion is  slightly  through  the  line  ;  the  third  position  is 
half  the  stroke,  or  less,  above  the  line,  and  the  remainder 
below  it. 

ist  position  2d  position  3d  position 


THERE,  THEIR,  THEY  ARE  OR  OTHER 

222.  Any  curve  or  straight  line,  without  a  final  hook, 
loop  or  circle,  may  be  lengthened  to  add  thr  for  there, 
their,  they  are,  or  other  ;  thus, 

in  their  by  their 

in  there  by  there  among  their 

in  other  by  other          check  their  among  other 


223.  The  context  will  readily  indicate  the  word  added. 

224.  Straight  lines  may  occasionally  be  lengthened  to 
add  tr,  dr,  or  thr,  as  in  quarter,  injector,  rather,  pros- 
pector, etc. 

This  principle  is  rarely  used  when  the  consonant  is 
initial. 

NAMES.  The  name  of  lengthened  ing  is  ingger  or  ingker,  ac- 
cording as  gr  or  kr  is  added.  Thus  the  name  of  the  outline  for 
finger,  is  f-ingger ;  for  drinker,  der-ingkcr ;  etc. 

The  name  of  any  other  lengthened  stroke  is  the  name  of  the 
consonant  prefixed  to  that  of  the  added  syllable.  The  name  of 
the  outline  for  mother,  is  emthr2  ;  for  fetter,  eftr2 ;  for  enters, 
entrs2  ;  for  modern,  emdrn1 ;  etc. 

125 


READING  EXERCISE— LESSON   No.  21. 

f™S 

^kAk. 


1 


1. 


.JC 


126 


WRITING  EXERCISE— LESSON   No  21. 


i  vamp 

26  pamper 

51  wilder 

2  impute 

27  sombre 

52  dissenter 

3  ambitious 

28  whimper 

53  defender 

4  impede 

29  tramper 

54  metrical 

5  clamp 

30  hanker 

55  nitrate 

6  shampoo 

31  fingerless 

56  supporter 

7  shrimp 

32  canker 

57  woodcutter 

8  trump 

33  sinkers 

58  spectre 

9  cramp 

34  clinkers 

59  orderly 

10  imbues 

35  anchorless 

60  promoter 

ii  embody 

36  franker 

6  1  shatter 

12  clump 

37  smother 

62  shelter 

13  pomp 

38  render 

63  cinder 

14  tramp 

39  slender 

64  stockholder 

15  mump 

40  disorder 

65  surrender 

1  6  emperor 

41  flutter 

66  waterproof 

17  empty 

42  literary 

67  wintry 

1  8  redemption 

43  loiters 

68  Andrew 

19  simper 

44  water 

69  angry 

20  limber 

45  diameter 

70  artery 

21  hamper 

46  swelter 

71  paltry 

22  plumper 

47  wandered 

72  laundry 

23  cumber 

48  Arthur 

73  propagator 

24  stamper 

49  smoother 

74  speculator 

25  clamber 

50  engender 

75  debater 

1.  The  little  imp  has  broken-the  pump  and-also-the 
pitcher. 

2.  His  presumption  was  very   embarrassing   to- the 
ambassador. 

127 


3.  It-is  an-imposition  to  ask  them  to  camp  in-this 
damp  place. 

4.  The    emperor    plans    to    enter-the    fortress   on- 
Monday. 

5.  Mr.  Alexander,  whom  we  just  passed,  is  a-large 
dealer  iii-timber  and-lumber. 

6.  The  new  company  has  already  proposed  several 
alterations  in-the  original  plans. 

7.  The  steamboat  is  now  at  anchor  in-the  harbor. 

8.  She  is  more  slender  than  her  }^ouuger  sister  whom 
we  saw  at-the  theatre. 

9.  Andrew  will  order  a- new  and- modern  stamp  in 
place  of-this  cumbersome  and  worn  out  one. 

10.  As-the  water  is  rising  fast,  their  position  is  inse- 
cure and-they  must  flee  while-there-is  yet  time. 

1 1 .  The  poor  girls  are  both  fatherless  and-motherless. 

12.  He-is  a-molder  and-is  always  engendering  strife 
by  his  eccentric  ways. 

13.  A-decision  in-their  suit  for  damages  will  likely 
be  rendered  Wednesday. 

14.  Walter  had  a-bottle  of  nitric  acid  and  a- phial  of 
ether  which  he-gave  to-the  leader. 

15.  If-the  weather  is  moderate  I-think  both   father  - 
and-mother  will  go. 

1 6.  I-hope  we-may  linger   and-look    for-their  hand- 
kerchiefs. 

-  17.     If-they  go  in-there  they-are  likely  to  suffer  for- 
their  folly. 

1 8.  This  is  smoother  than-the  one  Arthur  had. 

19.  He- was  hungry  and  I-think  rather  angry,  too. 

20.  Luther  said  he-would-be  at-the  eastern  entrance 
at  four  with  several  maps  aud-illustrations. 

128 


QUESTIONS— LESSON  No.  21 

1.  What  two  sounds  may  be  added  to  m  by  shading? 

2.  What  name  is  given  to  m  when  shaded? 

3.  What  letters  may  be  added  to  emp  and  emb  by  lengthening  ? 

4.  Do  emp  and  emb  ever  take  an  initial  hook  ? 

5.  May  they  take  an  initial  circle,  or  the  small  loop? 

6.  What  final  hooks  do  they  take  ? 

7.  What  is  added  to  ing  by  doubling  its  length  ? 

6.  If  a  vowel  is  placed  beside  a  lengthened  stroke,  when  is  it 
read  ? 

9.  When  is  it  not  allowable  to  lengthen  a  curve  to  add  tr,  dr, 
etc.  ? 

10.  What  is  the  name  of  lengthened  ff     Of  w  ? 

11.  Are  straight  lines  ever  lengthened  to  add  tr,  dr  or  thr  ? 

12.  Is  it  customary  to  lengthen  a  straight  line  when  it  is  initial, 
or  the  only  stroke  in  the  word  ? 

13.  What  is  a  lengthened  ing  called  ? 

14.  Where  should  a  lengthened  perpendicular  or  inclined  curve 
in  the  first  position  rest? 

15.  Where  should  the  first  half  of  a  perpendicular  curve  in  the 
third  position  rest  ? 


129 


Lesson  No.  22 


WORD  SIGNS— CONTRACTIONS 


.A 


A above 

_TT?-- again 

^*~ <^- another 

..\ — before 

been 

rrs. question-eel,  can 

crrA careful-ly 

._L differeiit-ly 

entire 

c--. 
-^y.. farther,  further 

it..— general-ly 

importance 


opinion 

_Si_  objection 

.....^. objective 

— io  _,„. often,  phonograph-y 

_  .si phonograplier 

..__>J7i:  phonographic 

._...\...  remembrance 

../7\).. representation 

.../^.o representative 

_.\i subjection 

.'...jo subjective 

.A...  truthful-ly 


130 


improve-ment,  may  be 

impossible-ility 

investigation 


.as  soon  as 


upon 

whatever 


whichever,  which    ?ve 


£.__ who  have,  whoever 

.,_„. within 

....fo. as  well  as 

__._P , as  much  as 


225.  Too  much  importance  cannot  be  given  to  the 
word  signs.  They  must  be  studied  and  practiced  until 
they  can  be  written  instantly.  A  good  plan  is  to  review 
each  day  all  the  word  signs  you  have  been  over.  Do 
this  and  they  will  soon  be  at  your  ready  command.  If 
you  do  not  learn  the  word  signs  you  will  have  to  write 
the  words  out  in  full,  which  would  frequently  mean 
a  long  or  cumbersome  outline,  and  sometimes  aconflictiou 
with  some  other  word. 


WRITING  EXERCISE- LESSON  No.  22 

1.  Above  all,  be  truthful,  and-remember-the  farther 
you  wander  from-the  objective  in  phonography,  the  more 
difficult  it- will-be  to  become  a-phonogragher. 

2.  This  question  has-been  before  us  again  and-again. 

3.  Study- the  question  carefully  before   you   decide 
upon  what  to  do. 

4.  The  improvement  makes  it  impossible. 


5.  The  principal   objection    came    from-the  phono- 
graphic member. 

6.  The  men  should-be  more  careful  generally. 

7.  We-can  see  as-well-as  they  can. 

8.  Whatever   is  done  by-the  man   must   be    done 
quickly. 

9.  Another  important   opinion    upon-the    question 
may-be  looked  for  from  Representative  Evans. 

10.  Whichever  way  they  go  they- are  sure  to  see  some 
who-have  gone  before. 

11.  In  my  opinion  they  will  ask  for-another  investi- 
gation within  a-year. 

12.  By  adding- the  shon  hook  to  "  subject  "  we  have 
"  subjection." 

13.  Again- the  question  arises:      "Can   we    further 
improve  upon  this  plan  before  another  winter  ?  ' ' 

14.  It- will-be  to  our  advantage  if-we-can  study  this 
question  more  carefully  before  proceeding  further. 

15.  The  importance  of- the  subject  is  often  overlooked. 

DEAR  SIR  : 

Your-letter  to-the  Eastern  Motor  Company  has-been 
referred  to  us  as  being  headquarters  for  fine  automobile 
leather.  We-have  a-new  process  for  tanning  our  leather 
which  makes  it  exceedingly  flexible,  waterproof  and- 
stronger  than  any-other  leather  produced.  Our  orders 
are  three  months  ahead  now,  and-the  factory  is  taxed  to 
its  utmost. 

We-are  enclosing  samples  and-will-be-pleased  to  enter 
your  order  for  July  ist. 

Yours  truly, 
132 


Lesson  No.  23 


SHORTENED  LETTERS 

226.  T  or  d  may  be  added  to  any  consonant  stroke, 
except  w  and  ,r,  by  making  it  half  its   usual   length  ; 
thus, 

pet  spade  spent          plants         refined 

.X S I-.. «... ^ 

227.  The  context  will  enable  one  to  determine  readily 
whether  t  or  d  is  added. 

The  names  of  the  above  outlines  are,  pet2,  spet2,  spent2,  plents* , 
ray1 -fend. 


METHOD  OF  READING 

228.     The  t  or  d  denoted  by  shortening,  must  be  read 
after  a  final  hook,  but  before  a  final  circle  ;  thus, 
band  tufts  bands  rents  heft 


The  names  of  the  above  outlines    are,    bend3,   tefts2,    bends3, 
rents2,  heft2. 

229.     Emp  and  emb  are  halved  only  when  they  take 
a  final  hook. 


230.  Shortened  el,  m,  n  and  fir  may  be  shaded  when 
d  is  added,  but  are  written  light  when  t  is  added. 

old            late        made      mate        send    sent      hard    heart 
T.. /T. ^^- ^^ a> fti_. }- -7y- 

The  names  of  the  above  outlines  are,    eld2,   let2,   med2,  met2, 
iss-end2,  snet2  or  iss-net,  ard3  and  art3. 

231.  Wem  and  wen  must  not  be  shaded  when  short- 
ened, as  they  would  conflict  with  shortened  tner  and  ner. 

mrd  wmt-d  nrd  wnt-d 


•   The  names  of  the  above  outlines  are,  mere?2,  wemt2,  nerd2,  went2. 

232.  The  ray  stroke  is  not  shortened  when  standing 
alone;  hence  such  words  as  right,  rate,  rod,  etc., 
should  be  written  ray-t  or  ray-d,  not  ret  or  red. 

Ray  may,  however,  be  shortened  when  it  has  an  initial 
or  final  hook  ;  thus, 

word  rent  rafts  rounds 


233.     A  shortened  s  may  sometimes  be  written  upward 
to  advantage  when  joined  to  an  n  or  shon  hook  ;   as  in, 

fashionist          factionist  canonist 

The  names  of  the  above  outlines  are,  f-shon3-est,  f*-kshon-est, 
and  k*-ncn-est. 

134 


234-  Final  ted  or  ded  may  be  disjoined  when  pre- 
ceded by  a  downward  stroke  to  which  it  cannot  be 
joined  at  an  angle  ;  thus, 

treated  deeded  awaited  averted 

235.  For  final  rd  after  k,  gny,  f,  v,  m  or  lay,  use 
shortened  ray  (ret),  not  shortened  ar  (ard)  ;  thus, 

lured  veered  moored  afford 


WHEN  NOT  TO  SHORTEN 

236.     Do  not  shorten  when   the   junction   would  not 
show  the  addition  of  the  shortened  letter,  as  in 

looked  effect  minute'  fatigue 

/^\          -v_-  rr^i 

net 


NOTE.  From  the  above  outlines  it  will  be  seen  that,  even  with 
the  greatest  care  in  writing,  the  halving  principle  could  not  be 
employed  in  words  of  this  class,  as  one  could  not  tell  where  the 
full  stroke  ended  and  the  shortened  one  began. 

135 


237-     Do  n°t  shorten  when  the  t  or  d  is  followed  by  a 
final  vowel,  or  by  a  vowel  and  final  s ;  as  in, 

windy  naughty  Sundays 


NOTE.  By  observing  "  Method  of  Reading,"  it  will  be  noticed 
that  the  above  words  could  not  be  written  with  the  shortened 
principle,  even  if  desired,  as  the  t  or  d  denoted  by  shortening  must 
be  read  after  any  vowels  placed  beside  the  stroke,  and  in  these 
words  the  t  or  d  would  come  before  the  vowel.  It  would  be  well, 
however,  to  notice  the  distinction  in  outline  which  this  gives  in  a 
certain  class  of  words,  as  wind,  windy  ;  naught,  naughty  ;  sends, 
Sundays  ;  etc. 

'  238.  Do  not  shorten  a  stroke  that  follows  an  initial 
vowel,  and  is  in  turn  followed  by  a  vowel  and  final  t  or 
d  ;  in  other  words,  do  not  shorten  a  simple  consonant 
that  is  preceded  and  followed  by  a  vowel  ;  as  in, 

afoot  avowed  abed 


NOTE.  The  above  rule  not  only  makes  the  reading  easier  but 
gives  a  distinction  between  such  words  as  foot  and  afoot  ;  vowed 
and  a  vo  wed;  bed  and  abed  ;  etc. 


239.     Do  not  shorten  a  stroke  which  is  immediately 
followed  by  t\vo  sounded  vowels  and  final  t  or  d  ;  as  in, 

Druid  fluid  quiet  Hyatt 

-JD.  .....  « 


I 


136 


240.  Do  not  shorten  /,  r  or  n  when  preceded  by  a 
vowel  and  a  consonant,  and  followed  by  a  vowel  and 
final  d,  (not  t  )  ;  as  in, 

mellowed          married  renewed  flurried 


NOTE.  The  above  rule  makes  a  distinction  between  such  words 
as  marred  and  married  ;  ruined  and  renewed  ;  etc.  If  the  vowels 
were  always  inserted,  there  would  be  no  need  of  the  foregoing 
rules,  but  as  the  advanced  phonographer  writes  only  an  occasional 
vowel,  such  distinction  in  outline  adds  materially  to  the  easy  and 
accurate  reading  of  shorthand  notes. 

241.  Do  not  shorten  lay  when  followed  by  a  vowel 
and  d,  (not  t)  ;  thus, 

laid  lied  lewd  lead  laud 


£] 

(.  \ 

i-  \ 

late 

£_. 

n 

light              loot 

c 

lit 

r 

lot 

c 

242.  In  words  of  one  syllable,  ending  in  the  sound 
of  Id,  use  the  downward  /,  shaded  ;   thus, 

old  ailed  hold  sailed 

£_ ..„:/:. .¥. .._:£ 

NOTE;.  Observance  of  the  above  rules  will  give  a  distinction 
between  three  classes  of  words,  and  will  be  found  very  helpful  in 
reading  when  the  vowels  are  omitted. 

243.  The  shortened  letters  are  called  bet,  ret,  chet, 
met,  let,  art,  etc.,  or  if  d  is  added,  bed,  red,  ched,  rued, 
eld,  ard,  etc.    Shortened  ish  is  called  isht,  and  shortened 
shay,  shet. 


244-  For  the  sake  of  greater  speed  or  legibility,  the 
rules  governing  the  use  of  r  and  1  are  sometimes  disre- 
garded when  these  letters  are  shortened  ;  thus, 

peeled  retard  redeem  boiled 


245.  Derivatives  of  words  represented  by  word  signs, 
may  be  formed  by  adding  to  the  sign  of  the  primitive  the 
consonant  necessary  to  form  the  derivative  ;  thus, 

value      valued  call  called          world          worldly 

.......  ..........  ...........  ~  ..........  -  ...........  r  ............  -    ~ 


NOTE.  When  a  word  sign  does  not  contain  the  last  conso- 
nant of  the  primitive  word,  the  derivative  is  rarely  formed  by 
shortening;  hence,  the  signs  for  object,  remark,  etc.,  should  not 
be  shortened  for  objected,  remarked,  etc.  In  these  cases  use  the 
primitive  sign  for  the  derivative  word,  or  add  the  t  or  d  stroke. 

Great  care  should  be  taken  to  make  the  shortened  letters  only 
half  the  length  of  the  full  strokes.  If  you  train  yourself  to  do 
this  from  the  beginning  it  will  soon  become  a  habit  and  it  will  be 
easy  to  make  the  distinction,  even  in  the  most  rapid  writing,  but  if 
you  allow  yourself  to  be  careless,  confusion  is  sure  to  result  and 
you  will  experience  difficulty  in  reading  your  notes. 


138 


READING  EXERCISE— WESSON  No.  23 


\*      \f 


f-^-s- 

T    -^  s. 


Or-.D-.-d-.. 


5  . 


6..:..!... 
*-l 


10     .... —    I \ 


13 

14 

15 
16 
'7 
18 


139 


WRITING  EXERCISE— LESSON  No.  23 


I 

pad 

30 

rounds 

53 

barred 

86 

forgot 

*•> 

boot 

3i 

fashioned 

59 

defined 

87 

rowed 

3 

taught 

32 

stride 

60 

hardened 

88 

reed 

4 

dude 

33 

stained 

61 

peeled 

89 

route 

5 

chide 

34 

moment 

62 

loomed 

90 

slacked 

6 

dot 

35 

potato 

63 

resigned 

9i 

liked 

7 

jot 

36 

secrete 

64 

descend 

92 

evict 

8 

caught 

37 

staggered 

65 

elocutionist  93 

collect 

9 

cute 

33 

fitly 

66 

windward 

94 

clicked 

10 

foot 

39 

lived 

67 

twined 

95 

cracked 

ii 

void 

40 

skilled 

68 

wand 

96 

gagged 

12 

thought 

4i 

roiled 

69 

vainest 

97 

bobbed 

13 

eased 

42 

lightness 

70 

ward 

98 

roared 

14 

shod 

43 

coiled 

71 

wired 

99 

lattice 

15 

light 

44 

glands 

72 

round 

IOO 

meadows 

1  6 

hired 

45 

protection 

73 

around 

101 

veto 

17 

hunt 

46 

dedicate 

74 

rents 

IO2 

allude 

18 

bound 

47 

bottom 

75 

strutted 

103 

assayed 

19 

spent 

48 

illegitimate 

76 

retreated 

104 

aside 

20 

saddened 

49 

legitimate 

77 

defrauded 

105 

allied 

21 

stunned 

50 

modify 

78 

inverted 

I  O6 

elate 

22 

fanned 

5i 

agitated 

79 

undated 

107 

omit 

23 

funds 

52 

metal 

80  treated 

1  08 

buried 

24 

paved 

53 

indicated 

81 

mired 

ICQ 

denied 

25 

breathed 

54 

ultimate 

82 

mart 

I  10 

dallied 

26 

defeated 

55 

sold 

83 

suffered 

II  I 

ferried 

27 

islands 

56 

bored 

84 

leered 

112 

carried 

28 

bumped 

57 

reasoned 

85 

fortified 

H3 

hurried 

29 

studied 

140 


1.  Every  thought,  word  and-action  will-be  brought 
into  judgment. 

2.  Two  points  remained  to-be  settled. 

3.  I-atn  much  gratified  at-the  result. 

4.  It-is  hard  to  estimate  what  more  will-be  needed, 
until  we  receive  a-copy  of-the-orders. 

5.  He-does-not  need  a-guide,  as   he-can  easily  find 
his  way  to-the  detective's  office. 

6.  Peace  of  mind  is  easier  lost  than  gained. 

7.  Very  fruitful  trees  often  need  to-be  propped. 

8.  Indolence  and-pride  never  lead  to  honored  age. 

9.  He  recently  moved  here  from-the  East. 

10.  I-find  they  suffered  him  to-be  treated  shamefully. 

11.  His  statement  shows,  and- he  admits,  he-has-not 
kept-the  agreement. 

12.  The  debt  to  which  you-refer  was  settled  on-the 
second,  and-we  hold  a-receipt.  . 

13.  Mr.  Ward  was  with-me  in  Scotland  on-the  day- 
the  instrument  was  executed. 

14.  The  large  plant  of -the  Bertrand  Light  Company 
was-destroyed  by-fire  shortly  before  midnight  last  night. 

DEAR  SIR  : 

This  is  to  remind  you  that  your  note  becomes  due  on- 
the  third,  and-as  we-are  depending  on-this  money  to  use 
in-the  settlement  of  an-estate  which-is  to-be-made  on-the 
ninth,  we  ask  you  to  remit  promptly  ou-the  date  of  pay- 
ment as  agreed  upon. 

Yours  truly, 


141 


QUESTIONS— LESSON   No.  23 

1.  Name  the  letters  that  are  not  shortened. 

2.  When  is  the  t  or  d in  a  shortened  stroke  read? 

3.  When  may  emp  and  emb  be  halved  ? 

4.  What  letters  may  be  shaded  when  halved  ? 

5.  What  outlines  would  you  write  for  ailed,  late  and  laid  ? 

6.  May  shortened  wem  and  wen  be  shaded  ? 

7.  When  may  shortened  s  be  written  upward  ? 

8.  Is  the  simple  ray  stroke  ever  halved  ? 

9.  When  may  final  ted  and  ded  be  disjoined? 

10.  What  is  the  outline  for  lard  ? 

1 1.  How  should  slacked  be  written  ? 

12.  When  a  straight  line  follows  a  curve,    without   an   angle 
between  them,  why  cannot  the  straight  line  be  shortened  ? 

13.  How  should  you  write  the  word  putty  ? 

14.  Why  could  not  putty  be  written  with  a  shortened  p  ? 

15.  Is  a  final  hook  on  a  shortened  letter  read  before  or  after  the 
the  added  t  or  d? 


142 


Lesson  No.  24 


WORD  SIGNS  AND  CONTRACTIONS 


/-v 

...imrnediate-ly 

\ 

—,       account 

j         ...inconsistent 

acknowledged 

.    _indiscriminate 

according-ly 
V^                           after 

i  .indispensable 

that 

till  it 

P           ,  told 

</    intelligence 

T           toward 

nient 
could 

~..5/----  intelligent 
.]  interest 
«          it  will  not 

").  throughout 
_    0  transcript 
........we  are  not 

_)         establish-ed- 
ment 

\/       forward 

gentlemen 

_,         were  not 

<X  gentleman 

'            will  not 

,._^f.  natural-ly 
t\         opportunity 

(           without 

___^  heard 

(T.  world 
.1  at  any  rate 
?_<!•..  .        can  not 

\         as  it.  has  it. 
—  hesitate-d-ion 
hutidred-th, 
...  N—  t  under 

_  ....particular-ly 

(\            practicable- 
—  A.  ilitv 

143 


WRITING  EXERCISE— LESSON  No.  24 

1.  The    gentlemen    were-not    inconsistent    and-ac- 
knowledged  their  astonishment  at-his  knowledge  of-the 
particulars. 

2.  Bid-the  gentleman  come  forward  immediately. 

3.  His  transcript  .shows  he-is  intelligent  aud-that-his 
opportunities  were-not  wasted. 

4.  Scientists  astonish-the  world  by-their  knowledge 
of  nature. 

5.  She  told  us  afterward  that  he-demanded  interest 
on-the  account. 

6.  .  The  good  spirit  shown  by-those    interested  was 
astonishing  throughout-the  trial. 

7.  For-the  hundredth  time  he-hesitated  as- he  heard- 
the  good  man  speak. 

8.  Naturally  we-think  it- will-not  be  necessary. 

9.  After  such  indiscriminate  remarks  we-are  some- 
what disinclined  to  read  farther. 

10.  I- wish  you-could  put  this  thing  in-order  before 
he-has  an-opportunity  to- write  about  it  again. 

1 1 .  They  will- not  do  without  it  for  it-is  indispensable. 

12.  We  have,  accordingly,  decided  to  wait  till- it  has- 
been  shown  to-be  practicable. 

13.  At-any-rate  we-are-not  inclined  to-question  it. 

DEAR  JOHN: 

In-order  to-be  a-good  phonographer  you  should-im- 
prove  every  opportunity  and  study-the  word-signs  until 
you-cau  write  aud-read  every  particular  one  without 
hesitation. 

Your  insistent  friend, 

144 


Lesson  No.  25. 


BRIEF  PREFIX  SIGNS 

246.  Con,  com  or  cog;,  beginning  a  word,  may  be  rep- 
resented by  a  light  dot  written  before  the  remainder  of 
the  word  ;  thus, 

confess    complain    cognizance       content      complex 


(a)  Con,  com  or  cog,  when  occurring  in  the  mid- 
dle of  a  word,  may  be  omitted  and  implied  by  writing 
the  part  following  the  con,  com  or  cog  under  or  near 
the  preceding  part  of  the  word  ;  thus, 

decomposition      discontent    nonconformist  misconstrue. 


uncompressed      recognized    irreconciliation    inconceivable 


247.     Accom  may  be  represented  by  a  hea  vy  dot  writ- 
ten before  the  remainder  of  the  word  ;  thus, 

accomplish  accommodation      accompany       accompanist 


145 


(a)     Con,  com,  cog  or    accom  may  also  be    im- 

plied   by    writing    the    remainder  of  the  word  under  a 
preceding  word  or  stroke  ;  thus, 

in  the  complaint    nice  accommodations  will  condemn 


248  .  Contra,  contro  or  counter  may  be  represented  by  a 
tick  written  at  the  beginning  of  the  remainder  of  the 
word  ;  thus, 

contraband        controvert       countercheck         countermine 


249-     Incon  and  tmcom,  when  followed  by  s,  may  some- 
times be  represented  by  the  in  hook  ;  thus, 

inconsiderable    inconsideration  inconsolable    inconsumable 


250.     Inter  and  intro  may  be  represented  by  net,  writ- 
ten before,  or  joined  to  the  remainder  of  the  word  ;  thus, 

intercept        introduction        introduce  interrupt 


251.  For  and  fore  are  usually  expressed  by /"on  the 
line,  joined  to,  or  written  before  the  remainder  of  the 
word ;  thus, 

forward  forefather  foreseen         forewarned 

. 


It  is  occasionally  better  to  represent  the  prefixes  for 
and  fore,  in  such  words  as  forget,  forgive,  foremost, 
etc. ,  by  for  or  f-ar. 

NOTE.  On  account  of  the  liability  of  confliction,  it  is  advisable 
to  write  f-ray-nen  for  forenoon  and  fet-nen  for  afternoon. 

252.  In-re.     The  word  in,  with  the  following  initial 
syllable  re,  may  often  be  advantageously  represented  by 
ner  joined  to  the  remainder  of  the  word ;  thus, 

in  reply          in  response  in  receipt        in  respect 

<; j  <Z— S  ^ — f 

_ ±S .i ^ 

253.  Magne,  magna  or  magni  may  be  expressed  by 
m  written  over  the  remainder  of  the  word  ;  thus, 

magnesia    magnanimous          magnitude  magnify 


254.  Self  is  expressed  by  a  small  circle  joined  to,  or 
written  before  the  first  stroke  of  the  remainder  of  the 
word. 

(a)  Self  may  also  be  joined  to  a  following  iss  by  en- 
larging the  circle. 

selfish  self-devoted        self-same        self-sacrifice 


------------  J.  .....  ------------  °L  _________________  < 

-1 


(6)     Self-con,  com  or  cog  may  be  expressed  by  writ- 
ing the  small  circle  in  place  of  the  con  dot. 

(c)     Self-contra  may  be  expressed  by  joining  self  to 
the  tick  for  contra. 


255-  Prefixes  Joined.  Prefix  signs  may  be  joined  to 
initial  syllables,  and  to  each  other,  as  in  uncontra- 
dicted,  self-interest,  etc.  Word  signs  may  also  be  used 
as  prefix  signs,  as  fet-nen  for  afternoon,  end-gay  for 
undergo,  etc. 

uncontradicted  self-interest      afternoon      undergo   undersigned 


256.  When  double  letters  occur,  it  is  customary  to 
omit  one  of  them  ;  thus,  com  it,  com  end,  com  uni- 
cation,  com  emorate,  etc. 

NOTE.  The  experienced  stenographer  requires  and  uses  only  an 
occasional  vowel.  The  pupil  will  now  perceive  why  he  has  been 
taught  to  write  words  in  position,  for,  when  he  omits  the  vowels, 
he  knows  from  the  position  of  the  outline  whether  the  accented 
vowel  is  first,  second  or  third  place.  This,  together  with  the  con- 
text, will,  in  most  cases,  clearly  indicate  the  word. 

The  insertion  of  an  occasional  vowel  will  add  materially,  how- 
ever, to  the  rapid  and  accurate  reading  of  shorthand  notes.  In 
some  cases  it  is  absolutely  necessary  to  vocalize  an  outline.  As  a 
general  rule  it  is  the  short  words,  rather  than  the  long  ones,  that 
need  vocalizing. 

After  a  little  practice  the  pupil  will  be  surprised  to  find  how 
easily  he  can  read  unvocalized  shorthand. 

In  this  and  subsequent  lessons,  the  less  important  vowels  will  be 
gradually  omitted.  The  pupil  inay  also  omit  such  vowels  in  his 
writing  as  he  finds  not  necessary  to  the  reading  of  his  notes. 


148 


READING  EXERCISE— LESSON  No.  ?5 

,L^?_.. .a\ v. 

L     \.     \   V.  „    \^     9       >r 

2  ...........   ... b_....V.Vj..___ 

3  .__„.£___.! .T. * 

...y....jL...t...?....H  .1 

7  -TQ-^^->V^ 

p^-^y—^p 

^  ^    ^=    ^7 

//    SENTENCES    _.°  __..\.._L -.-./..*. ^r^( 

>             /V     -     ^_          - 
""    '/' <^6 "  /' 

1      /^\      /r     -,        i 
« J^.y...     L-v/o^-JuA* 

x^  n—        \ 
n        p         X^— 1.               ^.       ^-^                 *               '  .           *\  \ 

17 u...s... L...J.... ...b-3-A> =-  ..-^\-^  ....Y...^....0. 

/-  ^Q>>  A'        /    D 


149 


WRITING  EXERCISE— LESSON  No.  25 


1  confuse 

2  conceit 

3  commend 

4  commit 

5  cognomen 

6  communication 

7  competition 

8  complainer 

9  comrade 

10  conceivable 

11  concoction 

12  concurrent 

13  condescend 

14  confederate 

15  confinement 

1 6  congratulation 

1 7  accomplishment 

1 8  condone 

19  complaint 

20  will  commence 

21  will  accompany 

22  discomfort 

23  disconnection 

24  discontent 

25  disconsolate 

26  decomposed 


27  inconsiderately 

28  inconsumable 

29  inconsolable 

30  inconvenience 

31  incomplete 

32  incognito 

33  unconcern 

34  uncomfortably 

35  uncoiicealable 

36  in  reducing 

37  irreconcilable 

38  recommend 

39  recompile 

40  recommit 

41  reconstruct 

42  recumbent 

43  noncommittal 

44  nonconductor 

45  nonconformity 

46  misconduct 

47  misconstrued 

48  miscompute 

49  magnetize 

50  magnify 

51  controvertible 

52  counterpart 


53  counterbrace 

54  counterfeit 

55  counterpane 

56  intercept 

57  interjection 

58  interval 

59  intervene 

60  foretaste 

6 1  foreseen 

62  foreclose 

63  forerunner 

64  foresight 

65  foreshorten 

66  foretop 

67  forelock 

68  foreshadow 

69  forgiven 

70  forgave 

71  .self-reproach 

72  self-possession 

73  self-denial 

74  self-conscious 

75  self-confident 

76  uninterested 

77  understood 

78  undersigned 


i.     We-think-you  misconstrued  our  meaning  as  we- 
are-not  cognizant  of  having  made  any  complaint. 

150 


2.  They  would  better  discontinue-the  quarrel  and- 
cease  further  intercourse. 

3.  Such  a-thing   as-a   reconciliation   between   them 
seems  incomprehensible  to  me. 

4.  In-consideration  of  a-small  compensation  he-said 
he-would  accompany-the  conductor  to-the  theatre  and-to 
other  convenient  places. 

5.  He  complains  continually  of-his  accommodations. 

6.  In-conclusion,    I- would    recommend    that-he  re- 
commence at-the  beginning  and-reconsider  each  statement. 

7.  I-would-not    intercede  for-him,  neither  would  I 
introduce  him  to  my  companions. 

8.  It-is-now    conceded   that-the   counterfeiters   had 
been  forewarned  and-were  cognizant  of-the  whole  plan 
of-the  detectives. 

9.  Take  time  by-the  forelock  and-concentrate  your 
thoughts  upon  self-improvement. 

10.  His  conversation  was  charming   and-his  manner 
convincing. 

1 1 .  Did  I-understand  you  to  say '  'discommode' '  or  "in- 
commode ? ' ' 

12.  Some  recognition  should-be-made  for  his  magnifi- 
cent efforts,  and-it-is  incumbent  upon  us  to  show  our 
appreciation. 

13.  In-consequence  we- are  all  accused. 

14.  We-are  judged  by  our  conduct,  conversation  and- 
intercourse  with  men. 


QUESTIONS— LESSON  No.  25 

1.  What  prefix  is  represented  by  a  light  clot  written   at  the 
beginning  of  an  outline  ? 

2.  What  prefix  is  represented  by  a  heavy  dot  ? 

3.  What  is  used  to  represent  the  prefix  contra  f 

4.  Where  is  it  written  ? 

5.  When  incon  and  uncom  are  followed  by  s,  how  may  they 
be  expressed  ? 

6.  What  distinction  is  made  in  writing  recom  and  irrecom  ? 

7.  How  would  you  write  in  receipt  f 

8.  What  is  used  to  represent  the  prefix  mis-con  ? 

9.  What  sign  is  used  to  represent  contro  ? 

10.  By  what  sign  are  inter  and  intro  represented  ? 

11.  How  are  the  prefixes  magne,  magna,  etc.,  represented  ? 

12.  How  would  you  write  unforeseen  ? 

13.  May  prefixes  be  sometimes  joined  to  the  remainder  of  the 
word  ? 

14.  Give  an  illustration  of  a  prefix  join 


152 


Lesson  No.  26. 


AFFIXES 

257.  As  has  been  previously  explained,  ing  may  be 
expressed  by  a  light  dot  ;  ings  by  a  heavy  dot,  or  the 
stroke  ings  ;  ingly  by  a  heavy  dash,    and   ing   the   or 
ing-  a  by  a  light  dash  in  the  place  of  the  ing  dot. 

258.  Ble  and  bly,  when  bel  can  not  be  conveniently 
used,  may  be  expressed  by  b  joined. 

259.  Bleness,  fulness  and  someness  may  be  represented 
by  asniall  circle  at  the  end  of  the  consonant  outline  ;  thus, 

feebleness        faithfulness     lonesomeness       tangibleness 

............  -'-  .....  --  ---------------  ^  .......  -  .......  br  ......  - 


260.     Lessness  may  be  represented  by  a  large  circle  at 
the  end  of  the  consonant  outline  ;  thus, 

lawlessness          thanklessness          carelessness 


261.  Ality,  ility,  erity,  etc.  These  terminations  may 
\)2  represented  by  disjoining  the  stroke  immediately  pre- 
ceding them  ;  thus, 

principality     disability          prosperity  stability 

.........  v  ..............  ^  .........  --X  ...............  .4  .....  — 

153 


262.  For  and  fore,  when  terminating  a  word,  may  be 
represented  by  /  joined  ;  as  ther-f  for  therefore  ;   \ver-f 
for  wherefore ;  etc. 

263.  Ology   and    alogfy   may   be   represented    by  j, 
usually  joined  to  the  preceding  part  of  the  word  ;  thus, 

phrenology        genealogy  zoology 


264.  Ship  may  be  represented  by  ish  joined  to,  or 
written  near  the  preceding  part  of  the  word ;  thus, 

partnership  hardship  penmanship 

- - v •>- V-- 

265.  Soever  may  be  represented  by  iss-v  joined,  or 
/ss  disjoined  ;  thus, 

wheresoever       whosoever       whithersoever      whosesoever 


266.  Self  and  selves  may  be  represented,  respectively, 
by  a  small  and  a  large  circle,  joined  if  the  junction  is  con- 
venient ;  thus, 

myself  thyself  himself  ourselves 

- ( -- - 4 

267.  Word  signs  may   frequently   be   used   as   affix 
signs  ;  thus, 

thereto          thereafter  wherever  whenever 

-1 1 

154 


268.  In.     This  affix,  while  generally  written  with  the 
n  stroke  joined,  may  be  very  conveniently   represented 
by  an  n  hook  in  the  following  words  :  am  for  herein  ; 
arn-bef  for    hereinbefore;    arn-fet  for    hereinafter; 
arns-ted  for  hereinstated  ;  etc. 

269.  Lapping.     It  is  sometimes  necessary,  or  advan- 
tageous, to  disjoin  the  last  part  of  a  word  from  the  pre- 
ceding part.     This  is  termed  lapping. 

hereafter   particularize         actively     thereon       thereof 


155 


READING  EXERCISE— LESSON  No.  26 


5  -.XI 

6  SENTENCES 


k^- 


'O 


3 


•i-  - 


<Z^s 


*/JL 


L 


156 


WRITING  EXERCISE— LESSON  No.  26 


1  boring 

2  breaking 

3  delaying 

4  defeating 

5  condensing 

6  blessings 

7  sufferings 

8  fittings 

9  paintings 
10  savings 

n  praucingly 

12  seemingly 

13  knowingly 

14  laughingly 


15  accountable  29 

1 6  amendable  30 

17  diversible  31 

1 8  fashionable  32 

19  recognizable  33 

20  lawfulness  34 

21  knowableness  35 

22  watchfulness  36 

23  irksomeness  37 

24  groundlessness  38 

25  artlessness  39 

26  thoughtlessness  40 

27  senselessness  41 

28  boundlessness  42 


frugality 

sensibility 

disability 

instability 

rascality 

genealogy 

geology 

theological 

mineralogy 

courtship 

steamship 

yourself 

one's  self 

themselves 


1.  His  position  is  indefensible. 

2.  His  sensibility  decreased  as  his  rascality  increased. 
'3.     Her  thoughtfulness  prevented  much  suffering. 

4.  Owing  to-his  disability  they-have  decided  to  do- 
the  work  themselves. 

5.  He-is  a-sensible  fellow,  but  I-fear  his  feebleness 
is-an  insurmountable  obstacle  in-the-way  of-his  securing 
this  position. 

6.  I-have-seen  these-things  myself,  therefore  know 
of-his  lawlessness. 

7.  I-think-there-is   great   liability   of  our  disability 
through  his  youthfulness  and-carelessness. 

8.  Knowing  his  heedlessness  we-are-not  amazed  at- 
the  hardship  he- has  brought  upon  himself. 


g.     The  liabilities  are  much  in  excess  of-the  assets. 

10.  We  ourselves  cannot  question-the  validity  of-the 
document. 

11.  Those  who  economize. and-lay  aside  during  pros- 
perity usually  save  themselves  hardships  in  old-age. 

12.  We- will  stretch  forth-the  hand  of  fellowship  aud- 
show  them-the  possibilities  of-this  great  country. 

13.  The   plan   offers  many   possibilities    and-affords 
opportunities  for  large  compensation. 

DEAR  JOHN  : 

It-will-not  be  necessary  for-you  to-make  another  tran- 
script, as  we-have  just  heard  that  a-good  friend,  a-geutle- 
man  who-has  an-interest  in-the  establishment,  has  a- 
duplicate  copy  which  we-know  he-will-not  hesitate  lo- 
loan  us,  and-which  we-can  read  as  opportunity  offers. 

We-are-not  disposed  to  criticize,  but,  as  we  told-you 
before,  harmony  is  indispensable  to  success,  and-in-order 
to  accomplish  that  for-which  you  are  striving,  and-to  put- 
the  company  on-a  firm  basis,  each  member,  as-well-as 
representative,  should  immediately  put  forth  his  very 
best  efforts.  The  liabilities  are  heavy,  but  the  resources 
are  large  and-there-is-no  question  about-the  stability  of- 
the  concern. 

Sincerely, 


QUESTIONS— LESSON  No.  26 

1.  How  is  the  affix  ing  generally  represented? 

2.  How  many  ways  are  there  of  representing  the  affix  ings  ? 

158 


3.  How  may  the  affixes  ble  and  bly  be  expressed  when  it  is 
inconvenient  to  represent  them  by  bel? 

4.  What  is  the  difference  between  the  signs  for  fullness  and 
lessness  ? 

5.  How  may  ality,  erity,  etc.  be  expressed  ? 

6.  For  and  fore,  at  the  end  of  a  word,  may  be  represented  how  ? 

7.  How  may  the  affixes  alogy  and  ology  be  represented  ? 

8.  What  is  used  to  represent  the  affix  ship  ? 

9.  State  two  ways  of  expressing  soever  ? 

10.  How  may  selves  be  represented  ?    Self? 

11.  Name  the  words  to  which  in  may  be  joined  when  it  is  rep- 
resented by  an  n  hook. 

12.  May  word  signs  be  used  as  affix  signs  ? 

13.  Give  two  words  illustrating  the  above. 

14.  What  is  said  of  lapping  ? 


159 


Lesson  No.  27 


PHRASE  WRITING 

270.  The  pupil  is  now  at  a  point  in  the  study  of 
shorthand  where  he  can  safely  take  up  the   subject  of 
phrasing  in  a  much  more  extended  manner  than  he  has 
previously  done. 

Correct  phrasing  not  only  increases  the  speed,  but 
makes  the  notes  more  legible,  and  for  this  reason  the 
pupil  should  pay  particular  attention  to  the  subject.  If 
he  follows  out  the  rules  for  phrasing,  and  studies  the 
subject  thoughtfully,  he  will  soon  find  himself  phrasing 
naturally  and  unconsciously,  without  apparent  effort. 

271.  Great  care  must  be  taken   to  join  only  those 
words  which  naturally  belong  together  and  are  spoken 
together  ;  as, 

give  me  this  day  this  side  do  you 

'— J - -4 


WHEN  NOT  TO  PHRASE 

1.  Do  not  join  words  that  are  not  united  in  a  phrase 
or  clause. 

2.  Do  not  join  words  unless  the  junction  would  be 
clear,  distinct  and  easily  formed. 

160 


3.  Do  not  join  words  where  there  is  a  pause  between 
them. 

4.  Do  not  employ  long  or  cumbersome  phrases. 


POSITION  OF  PHRASES 

272.  The  first  word  usually  determines  the  position 
of  the  phrase  ;  that  is,  the  first  word  is  written  in  its 
proper  position,  and  the  other  words  follow  without  re- 
gard to  position  ; 

it  is  not  we  have  seen         will  be  done      it  is  good 


273.  It  is  frequently  advantageous  to  raise  or  lower, 
slightly,  a  first  place  word  in  order  to  bring  the  second 
word  in  its  own  position  ;  thus, 

in  those  in  these          by  day  I  had  I  do 


274.     When  as  begins  a  phrase  it  is  sometimes  better 
to  adapt  it  to  the  position  of  the  following  word  ;  thus, 
as  if  as  to  as  common      as  if  there  were 


275.  A,  an  or  and,  beginning  a  phrase,  takes  the 
position  of  the  word  following,  unless  that  word  is  the, 
in  which  case  the  a,  an  or  and  is  written  on  the  line 
and  the  the  follows. 

and  in  and  see        and  but      and  the 


161 


OMISSION  OF  CONSONANTS 

276.  P  may  be  omitted  when  it  is  immediately  pre- 
ceded by  m,  and  followed  by  the  sound  of  t,  k  or  shon  ; 
thus, 

dumped  pumped  resumption  pumpkin 

__  U_  . 


277.     T  may  be  omitted  when  it  follows  s  in  such 
words  as  ; 

mostly  domestic  mistrustful         postoffice 


278.  K  may  be  omitted  when  its  sound  occurs  be- 
tween the  sound  of  ng  and  shon,  or  between  the  sound 
of  ng  and  sh  ;  it  is  also  frequently  omitted  before  final 
sbon. 

sanction  anxious          destruction  infraction 


279.  N  may  usually  be  omitted  from  the  syllable  trans, 
and  from  such  words  as  atonement,  husbandman, 
passenger,  etc.,  where  its  representation  would  necessi- 
tate a  difficult  junction  or  long  outline,  and  where  its 
omission  would  not  endanger  legibility. 

atonement    husbandman     identical  passenger       messenger 

-*_  ...............  -      ..... 


280.  R  may  be  omitted  from  the  syllable  scribe  in 
prescribe,  transcribe,  etc.  ;  also  in  a  few  other  cases, 
as  in  manuscript,  proportional,  etc. 

162 


READING  EXERCISE— LESSON  No.  27 


WRITING  EXERCISE  -LESSON  No.  27 


1  I-think-the 

2  I-think-you-will 

3  I-think-you-may 

4  I-think-he-saw 

5  I-think-he-would-be 

6  I-think-they-may 

7  They- are- able 

8  They-are-to-be 

9  There-is-no 

10  There-is- to-be 

1 1  They-may-be-able 

1 2  They-saw-the 

13  They-made-them 

14  They-claim 
i5They-will-find 

1 6  They- will-notice 

17  That- they 
i8That-it 

19  That-it-was 

20  That-we-had 

21  That-he-was 

22  In-that 

23  For- that 

24  I-know-that 

25  He-knows- that 

26  He-saw-that 

27  He-was-not 

28  He-was-sick 

29  He- was- told 

30  As-soon-as-possible 


46  You-will-be 

47  You-will-need 

48  You- will-have 

49  Give-me 

50  Give-them 

51  Give- these 

52  Give- those 

53  There- is- nothing 

54  There-is-another 

55  There-is-no-time 

56  Would-be 

57  Would-be-certain 

58  Would-be-glad 

59  Would-be-sure 

60  We- are-inclined 

6 1  We-are- very-glad 

62  We-are-sure 

63  We-think-they-are 

64  We- are- able 

65  Where-those-who 

66  Would-not-say 

67  Would-uot-be-able 

68  If-they-are-able 

69  For-their-mother 

70  In-this-place 

7 1  Touch-their 

72  Make- their 
7  3  Shame- their 

74  Break-their 

75  For-mother 


164 


31  As-good-as  76  I-am-unable 

32  As-if-there-were  77  One-day 

33  As- for- their  78  One- hundred 

34  As-large-as  79  One-has-been 

35  As-though  80  On-our-way 

36  Can-do  81  On-the-way 

37  Can-take  82  On-my-part 

38  Can-be  83  Is-as-good 

39  Cannot-do  84  It-is-not-so 

40  Cannot-have  85  In-the-management 

41  As-it-was  86  In-the-church 

42  As- it- would-be  87  In-this-manner 

43  As-it-would-make  88  I-thought-we-had 

44  You-may-thiuk  89  I-thought-you-might 

45  You-may-go  90 1-thought-he-saw 


i  romped 

6  postmaster 

ii  restriction 

2  limped 

7  justly 

12  instruction 

3  attempt 

8  restless 

13  translate 

4  Thompson 

9  postpone 

14  transmit 

5  lastly 

10  conjunction 

15  transplant 

QUESTIONS— LESSON  No.  27 

1.  What  is  phrasing ? 

2.  What  word  in  the  phrase  usually  determines  the  position  ? 

3.  What  is  the  object  of  sometimes  raising  or  lowering  a  first 
position  word  in  phrasing  ? 

4.  When  as  begins  a  phrase  is  it  always  in  its  own  position  ? 

5.  When  a  begins  a  phrase  what  position  does  it  usually  take  ? 

6.  When  may  p  be'ouiitted  ?    When  may  k  be  omitted  ? 

7.  Give  two  words  as  illustrations  where  t  may  be  omitted. 

8.  From  what  syllable  may  n  usually  be  omitted  ? 

165 


Lesson  No.  28 


OMISSION  OF  WORDS 

281.  The  speed  of  writing  may  be  considerably  in- 
creased   without    endangering    the    legibility,    by    the 
omission  of  certain  words  as  herein  set  forth.     The  pupil 
who  wishes  to  do  rapid  and  accurate  work  will  practice 
these  principles  until  he  can  apply  them  instantly.     Do 
not  get  the  idea  that  their  use  will  endanger  the  legibility 
of  your  notes,  for,  if  properly  applied,  they  will  not  only 
add  to  the  legibility  of  but  to  the  easy  reading  of  the  notes. 

282.  Of  or  of  the,  between  words,  may  frequently  be 
omitted  and   indicated   by   writing   the  word  following 
close  to  the  preceding"  word  ;    occasionally   by   joining 
them  ;  thus, 

price  of  coal        days  of  the  week    one  of  the  greatest    bill  of  items 


283.  To  or  to  the  may  frequently  be  implied  by 
writing  the  following  word  just  under  the  line  of  writing  ; 
thus, 

to  day        to  know  to  blacken        to  say         to  the  show 

<uz^ 


The  above  is  called  the  fourth  position. 

166 


284.  To  should  not  be  implied  before  an  up  stroke, 
nor  before  simple  k  or  gay. 

285.  To,  preceding  have,  is  sometimes  omitted  where 
have  can  be  expressed  by  a  v  hook  ;  thus, 

said  to  have    ought  to  have    was  to  have     they  are  to  have 

.....  I  ...................  ..!..  ........  ......  .......  j  ..........  .  ........  _J  _____________ 

286.  Have  may  be  omitted  in  phrase  signs  when  it 
precedes  been  and  done,  provided  it  cannot  be  more 
conveniently  represented  by  a  v  hook. 

shall  have  been    shall  have  done      was  to  have  been 


J  ) 

f  -"<$- 


NOTE.  Have  been  and  having  been  may  be  represented  by  ven. 
This  sign  is  frequently  very  convenient  in  phrasing  where  ben 
cannot  be  easily  joined,  as  met-ven  for  might  have  been, 
kct-ven  for  could  have  been,  etc. 

287.  The  may  be  omitted  when  preceded  by  to  and 
followed  by  an  tip  stroke  ;  also  in  a  few  other  cases  ;  as, 

to  the  lake        to  the  races      to  the  house    in  the  world 


288.     A  or  and  may  sometimes  be  safely  omitted  from 
such  phrases  as, 

for  a  time     over  and  over      rich  and  poor     ever  and  ever 


289.     From  and  to  may  be  omitted  in  such  phrases  as, 
from  day  to  day    from  season  to  season  from  week  to  week 

....„  ......  LI  _________________  ......  5^_._  .........  '.  .......  r^  ........  _  ............ 

167 


290.     Or  may  be  omitted  from  such  phrases  as, 

more  or  less    sooner  or  later          big  or  little    great  or  small      good  or  bad 


291.  Of  may  be  implied  between  two  numbers,  or 
between  a  \vord  and  a.  number,  by  writing  %one  under 
the  other ;  thus, 

3  or  4    24  or  26    a  week  or  two    a  day  or  two.  ten  or  twelve     twelve  or  more 


292.  In  very  familiar  work  the  experienced  stenog- 
rapher will  omit  other  words,  but  the  student  should 
confine  himself  to  those  here  given.  Experience  will 
teach  him  how  far  he  can  safely  go. 


BRIEF  W  AND  Y  ENLARGED 

293.  When  a  brief  w  or  y  word  sign  is  followed  by 
another  brief  w  or  y  sign  both  may  be  represented  with 
one  stroke  by  enlarging  the  first  sign  according  to  the 
following  table : 

we  were  or  were  we  what  would 

we  would  were  what  what  we,  or  what  were 


294.     Writing  an  enlarged  brief  \v  sign  in  the  direction 
of  ray  denotes  an  added  brief  y  word  sign  ;  thus, 

with  you  were  you  would  you 

^ lo. .....n 

1 68 


295-     Enlarging  a  brief  y  word  sign  denotes  an  added 
brief  \v  or  jr  word  sign  ;  thus, 

ye  were        you  would          you  were          beyond  you 


NAMES.  Weh  and  wuh  enlarged  in  their  natural  direction  are 
called  respectively,  weh-wch  and  wuh-wuh.  When  written  on 
the  slant  of  ray  they  may  be  called  weh-yuh  and  wtih-yuh. 

Yeh  and  yuh  enlarged  may  be  called  yeh-yeh  and  yuh-yuh. 

296.  The  enlarged  brief  w  and  y  signs  are  very  im- 
portant as  they  increase  the  speed  materially,  and  are 
easy  to  handle  when  once  mastered.  The  pupil  should 
write  line  after  line  till  he  can  make  them  easily,  readily 
and  well.  The  tendency  is  to  make  them  too  large. 
The  brief  w  and  y  signs  should  be  made  very  small,  and 
the  enlarged  signs  only  just  enough  larger  to  make  them 
easily  distinguishable. 


169 


READING  EXERCISE— LESSON   No.  28 


r  i ' 

I.          V—^  k~> 


„  cjLJL 


— ar~ 

O    *r|. 


c     c     > 


n 


170 


WRITING  EXERCISE— LESSON  No.  28 

1  bill  (of)  sale  24  he-ought  (to)  have  done 

2  bill  (of)  notions  25  he  should-have-done 

3  list  (of)  premiums  26  over  (and)  above 

4  day  (of)  sale  27  after  (a)  time 

5  price  (of)  coal  28  time  (and)  again 

6  price  (of  the)  books  29  to  (the)  road 

7  days  (of  the)  week  30  to  (the)  leader 

8  members  (of  the)  company  31  to  (the)  river 

9  many  (of  the)  passengers  32  to  (the)  shoulder 

10  width  (of  the)  passage  33  (from)  hour  (to)  hour 

11  force  (of  the)  blow  34  (from)  time  (to)  time 

12  one  (of  the)  members  35  (from)  sea  (to)  sea 

13  sanction  (of  the)  president  36  (from)  city  (to)  city 

14  I-wish  (to)  take  37  (from)  tree  (to)  tree 

15  anxious  (to)  make  38  more  (or)  less 

16  (to)  those-who-may  39  great  (or)  small 

17  (to  the)  pressure  40  big  (or)  little 

1 8  (to  the)  driver  41  ten  (or)  twelve 

19  (to  the)  mill  42  eight  (or)  nine 

20  we  ought  (to)  have  43  six  (or)  eight 

21  they  are  said  (to)  have  44  five  (to)  nine 

22  she  sought  (to)  have  45  four  (to)  seven 

23  he  may  (have)  done  46  three  (to)  five 


QUESTIONS-LESSON   No.  28 

1.  How  may  o/"be  implied  when  occurring  between  words  ? 

2.  How  may  to  be  implied  ?     When  can  to  not  be  implied  ? 

3.  When  may  have  be  omitted  ? 

4.  Give  an  example  where  a,  or  and  may  be  omitted. 

5.  When  may  the  be  omitted  ? 

6.  How  may  or  be  implied  between  two  numbers  ? 

171 


Lesson  No.  29 


REPORTING  EXPEDIENTS 

297.  The  speed  of  writing  may  be  further  increased 
by  employing  the  following  expedients.     If  thoroughly 
memorized  and  practiced  they  will  also  tend  to  greater 
legibility  as  well  as  to  increased  speed.     The  pupil  should 
study  the  list  till  he  has  fully  mastered  it  and  then  he 
should  apply  the  principles  in  all  of  his  writing. 

298.  All  or  will  may  be  added  by  an  /  hook  to  any 
sign  taking  that  hook  ;  thus, 

by  all        they  will       to  all  and  all  in  all  their 

\  C 

.....  ________  A.  .....  .  ........  ~s.  ____  ______  c  ____  .........................  _____ 

(a)     All  or  will  may  also  be  added  to  the  simple  r 
hook  signs  by  enlarging  the  hook  ;  thus, 

there  will,  or  they  are  all        which  are  all          from  all 

..................  .1  ........................  _  .....  2  ....................  5}  ............  ..... 

299.  Are  or  our  may  be  added  by  an  r  hook  to  any 
sign  taking  that  hook  ;  thus, 

by  our  which  are  at  our  but  are 


172 


(a)     Are  or  our  may  also  be  added   to   the   simple 
/  hook  signs  by  enlarging  the  hook  ;  thus, 

for  all  are,  or  our          at  all  our  by  all  our 

s. .....p.. _!_ 

300.  Have  or  of  may  be  added  by  a  v  hook  to  signs 
taking  that  hook  ;  also  to  the  brief  w  word  signs  ;  thus, 

all  of  were  to  have        what  of 

which  have    all  have        they  have       were  of          what  have 

L _* .( * 1 

301 .  Had,  what  or  would  may  sometimes  be  added  to 
full  length  signs  by  halving  them  ;  thus, 

which  would 
it  had  or  would      in  what  had  had  which  had 

—I—  -    I- 

Perpendicular  and  inclined  strokes,  when  shortened  to  add  had, 
what  or  would,  are  written  in  the  third  position. 

302.  How  may  be  represented  by  a  light  tick   just 
below  the  line,  written  either  upward  or  downward  in 
the  direction  of  ray  or  chay.     Use  whichever  will  give 
the  better  junction  with  the  following  word. 

how  how  many          how  much  how  soon 


303.     In  and  in  the  may  sometimes  be  represented  to 
advantage  by  an  in  hook  ;  thus, 

in  some  place     in  the  simplest     in  the  smallest     in  the  surroundings 


173 


304.  Ing  thr  may  be  expressed  by  a  heavy  dash  at 
the  end  of  the  preceding  part  of  the  word  ;  thus, 

facing  their    eating  their         raising  their        placing  their 

V  JT  ^ 

.......  -H  .........  -  .....  --"--  -%  --------- 

No  confusion  will  result  between  ing  thr  and  ingly  as  the  con- 
text will  indicate  which  is  intended. 

305.  It  may  frequently  be  added  to  full  length  signs 
by  halving  them  ;  thus, 

if  it  for  it  until  it  wish  it 


(a)  To  the  signs  thus  formed  the  small  circle  may  be 
added  to  represent  is,  as  or  has  ;  thus, 

if  it  is      if  it  has        for  it  is         for  it  has       until  it  is 
Vo  ^ 

-**-•     •»-**  .......  6- 

306.  Is,  as,  has  or  his  may  be  joined  to  a  preceding  or 
following  word,  beginning  or  ending  with  a  circle,  by  en- 
larging the  circle  ;  thus, 

as  soon  has  seen  as  certain          pays  his 


307.  Not  may  be  added  by  an  n  hook  to  the  dash 
vowel  and  half  length  signs. 

Not  may  also  be  added  to  full  length  signs  by  halving 
them  and  attaching  the  n  hook. 

or  not        ought  not  if  not  be  not          have  not 

.J  .............  "  .................  1^  ______________  .....  V...  ......  .  .......  ^  ...... 

308.  Own  may  be  added  by  an  n  hook  to  a  full  length 
or  lengthened  curve  stroke. 


(a)  Own  may  also  be  added  by  an  n  hook   to  any 
stroke  to  which  our  or  their  has  been  added  ;  thus, 
^   our  own     my  own     in  their  own    at  our  own     by  their  own 


..................  .3  .........  _ 

0  u 

309.  One  may  often  be  added  to  advantage  by  an  n 
hook  to  full  length  or  lengthened  strokes  ;  thus, 

any  one  at  one  another  one  each  one 

J 

310.  Than  may  be  added  to  comparatives  by  an  n 
hook  ;  thus, 

greater  than      sooner  than        more  than  better  than 


311.  In  practice,  no  confusion  will  result  from  rep- 
resenting not,  own,  one  and  than  by  the  same  hook,  as 
the  context  and  the  nature  of  the  word  will  make  dis- 
tinction easy. 

312.  Thr  tick.      There,   their,   they  are  or   other 
may  often  be  expressed  to  advantage  by  a  heavy  tick 
joined  to  the  preceding  word  ;  thus, 

since  thr  face  thr  upon  thr  gave  thr 

•^-         -V-     ___________  _\  ___________  .....  „..-*......__ 

313.  Us  may  sometimes  be  conveniently  represented 
by  a  small  circle  joined.     If  the  word  ends  in  a  circle, 
the  circle  may  be  enlarged  ;  thus, 

give  us  before  us  gives  us  upon  us 


175 


314-     We,  you  and  were.     The  signs  for  these  words 
are  sometimes  reversed  in  order  to  secure  a  phrase  ;  thus, 
shall  we  come      there  were  since  you  you  have 

I  ^  <t~JtJ  \ 

315.  Past  Tense.      Many  phonographers   frequently 
write  the  present  tense  for  the  past,  depending  upon  the 
context  to  denote  which  was  intended ;  as,  demand  for 
demanded,  regard  for  regarded,  etc. 

(a)  The  extent  to  which  this  principle  may  be  carried 
with  safety  will  depend  upon  the  writer  ;  each  one  must 
be  governed  by  his  ability  to  translate  his  notes  ;  all  can 
safely  use  it  in  familiar  matter. 

316.  Numbers.     The  following  method  will   greatly 
facilitate  the  rapid  expression  of  figures  : 

20        30         40          50          60         70        So        90 

J ('  "7  / 

(a)  In  expressing  round  numbers,  write  ned2  for 
hundred,  ith3  for  thousand,  and  mel1  for  million  ; 

thus, 

300     6000     7,000,000    300,000    40,000 

c/--'     w  (      /         ""1 

(fo)  In  writing  dollars  and  cents,  omit  both  dollar 
sign  and  decimal  point,  but  write  the  cents  in  small 
figures  at  the  right  of  the  dollars  and  above  the  line  ; 
thus, 

4672* — four  hundred  sixty-seven  dollars,  twenty-nine  cents. 

(c)  Solid  figures,  as  three  thousand  four  hundred 
seventy  seven,  are  best  expressed  in  the  ordinary  way  ; 

thus,   3477. 

176 


READING  EXERCISE—  LESSON  No.  29 


_.  f 


( 

5  .1  ..C 

r 


(       »• 


G 
9  / 


/        ^       C  / 

/—  _  _______  ^....v.  _____ 


(^ 


\ 

\ 


/ 


^~b 


177 


WRITING  EXERCISE— LESSON   No.  29 


1  at  all 

2  which  will 

3  in  all 

4  for  all 

5  each  will 

6  and  all  or  will 

7  and  of 

8  each  of 

9  out  of 

10  at  all  of 

1 1  all  of 

12  on  all 

13  to  all 

14  but  all  of 

15  at  our 

1 6  by  our 

17  which  are 

1 8  they  are  all 

19  in  all  their 

20  which  are  all 

21  from  all 

22  over  all 

23  at  all  our 

24  if  all  are 

25  at  all  our  own 

26  by  all  our 

27  which  have 

28  should  have 

29  they  have 

30  each  have 


51  have  it 

52  if  it  has 

53  in  its 

54  leaves  his 

55  knows  his 

56  did  not  know 

57  have  not 

58  may  not 

59  if  not  received 

60  was  not  known 

6 1  my  own 

62  your  own  case 

63  our  own  bills 

64  saw  their  own 

65  for  their  own 

66  in  one 

67  some  other  one 

68  any  one 

69  another  one 

70  neither  one 

71  smaller  than 

72  finer  than 

73  better  than 

74  since  they  are 

75  down  their 

76  would  their 

77  were  there  or  their 

78  seeks  their 

79  before  their 

80  for  us 


178 


31  would  have 

32  were  to  have 

33  we  were  to  have 

34  it  would 

35  they  had 

36  had  had 

37  which  would 

38  it  had 

39  how  mean 

40  how  nice 

41  how  hard 

42  in  some  manner 

43  in  the  same  house 

44  in  the  same  vessel 

45  driving  their 

46  choosing  their 

47  leasing  their 

48  in  it 

49  may  it 

50  for  it 


8 1  he  knows  us 

82  they  went  before  us 

83  they  were  at  home 

84  shall  we  go 

85  you  know 

86  you  think 

87  before  you 

88  you  have  seen 

89  sixty  or  seventy 

90  forty  or  fifty 

91  twenty  or  thirty 

92  eighty  or  ninety 

93  sixty  to  seventy 

94  thirty  to  forty 

95  300 

96  3000 

97  4,000,000 

98  60,000 

99  200,000 

100  thirty  dollars,  sixty  cents 


QUESTIONS— LESSON   No.  29 

1.  To  what  may  all  and  will  be  added  by  an  /  hook  ? 

2.  How  may  all  and  will  be  added  to  the  signs  for  they  arc, 
which  are,  fiom,  etc.  ? 

3.  To  what  may  are  and  our  be  added  by  an  r  hook  ? 

4.  How  may  are  or  our  be  added  to  the  signs  for  for  all,  at  all, 
by  all,  etc.  ? 

5.  How  may  have  or  of  be  added  to  the  brief  w  signs? 

6.  To  what  other  signs  (besides  brief  w)  may  ha  ve  or  of  be 

added  by  a  v  hook  ? 

179 


7.  When  perpendicular  or  inclined  strokes  are  shortened  to 
add  had,  what  or  would,  in  what  position  are  they  written  ? 

8.  What  is  used  to  express  how  and  where  is  it  written  ? 

9.  How  may  in  or  in  the  be  sometimes  represented  ? 

10.  What  is  used  to  represent  ing  thr  f 

11.  How  may  it  frequently  be  added  to  full  length  strokes  ? 

12.  How  may  not  be  added  to  the  dash-vowel  and  half  length 
signs  ? 

13.  To  what  may  own  be  added  by  an  n  hook  ? 

14.  Explain  how  one  may  be  briefly  expressed. 

15.  To  what  may  than  be  added  by  an  n  hook  ? 

16.  How  may  thr  be  briefly  expressed  other  than  by  lengthen- 
ing? 

17.  How  may  us  sometimes  be  briefly  expressed? 

18.  What  is  said  about  the  signs  for  we,  you  and  were  being 
reversed  ? 

19.  How  may  or  be  implied  between  figures? 

20.  How  may  to  be  expressed  between  figures  ? 

21.  In  writing  dollars  and  cents,  how  should  the  cents  be  ex- 
pressed ? 

22.  Is  it  necessary  to  use  the  decimal  point  in  expressing  cents  ? 


180 


ADVANCED  WORD  SIGNS 

The  following  list  of  brief  word  signs  should  be  thor- 
oughly memorized.  The  student  who  has  mastered  the 
principles  as  he  has  gone  along  will  have  comparatively 
little  difficulty  in  committing  these  forms  to  memory. 
They  should  be  gone  over  again  and  again,  until  they 
can  be  written  at  the  rate  of  at  least  one  hundred  a 
minute,  and  read  quite  as  rapidly.  Perfect  familiarity 
with  them  will  insure  greater  speed  with  considerably 
less  effort  than  would  otherwise  be  required. 

The  words  have  been  very  carefully  selected,  and  are 
such  as  will  occur  in  almost  any  kind  of  amanuensis  or 
reporting  work.  The  outlines  of  many  of  the  words,  if 
written  in  full,  would  be  exceedingly  cumbersome  and 
inconvenient ;  in  other  cases  confliction  with  other  words 
would  result,  and  the  accuracy  of  the  notes  would  be 
impaired. 


181 


ADVANCED  WORD  SIGNS 


p 


-Jl  --  .  ..............  able  to  have 

-\  -  .................  absurd-ity 

..?  ------  ..........  accept-ed-ation 

acceptable 
.-=rr*~t.-~  .............  acquaintance 

..f.  ------  ....................  accident 

..I  ______  ...................  addition 

£*  ___  ...............  adjournment 

_ek  ____  ...............  adjustment 

administrator 
admit-ted-tan  ce 
advancement 
.  .......  adventure 

advertise-ed-ment 
agent 

all  of,  all  have 
long,  along 
amount-ed 
and  all,  and  will 
and  of,  and  have 
angel 


__L  ____ 


I  .....  _ 
.Ls.  ___ 


\ 


182 


annual 

another  one 

any  one 

any  other  one 

, annihilate 

anybody 

.. .  anticipate-d-ion 

appear 

appearance 

apply 

appliance 

application 

applicant 

apprehend-ed 

(in  phrasing)  are 

arrive-al 

artificial 

as  it  ought 

as  great  as 

.as  long 

•« S 

s±...  and  so  forth  (etcetera) 


_S   _____ 


<v  _____ 


./? as  the 

.)..— as  it,  has  it 

ITTN assemble-d-y 

hi.~ assignment 

) assist-ed-ance 

J assistant 

]/ associate 

I at  first 

b 

....at  hand 


_____  I 

.....  P  .......................  at  length 

...  1  ____  .......................  at  our 

1  ...          ..........  at  our  own 

u 

.....I  _____  ...............  at  it,  had  it 

I  _____  ......................  attain 

.....  i  ___  ..................  attainment 

...I    ...........  at  the  same  time 

I  .........  at  sometime 

•«k^;-  • 
() 

'  _____  ...........  authority-ative 

CN  ___  .....................  averse 

<\ 

""0 


averson 
average 


_V__ avoid-ed-ance,  of  it 

I1. awful-ness 

B 

r-7r^. barometer-ical 

\  „  bank-able 

:...  bankrupt-cy 

_.  _\ beauty-ful 

__._V before  it 

.... "7!?~ .begin-ning 

__rr^> begun 

began 

_J* behind 

__„_. behindhand 

_.*.„:  behold 

..A..- belief 

..._\___ belong 

.__.\.--  believe 

\  beneficence-nt 

V." 

_._}> be  not 

.  \_ ._ betake 

S bold-ness 


183 


bounty-ful 

brethren 

brilliant 

-\ brother 

-5V— — Brooklyn 

build-ing 

.A— built 

...\—  - Buffalo 

.5S. — burdensome 

.3 but  are  not 

by  it 

by  our 

C 

California 

....call  off,  call  forth 

Catholic-ism 

certain-ty 

_._ certificate 

__<A cessation 

m_J_ chair 

/_ chapter 


\ 
\ 


/ —  change-d 

.....^ — charge-d 

—-7— charity 

<= character 

c <=>-. characteristic 

--- cheer 

cheerful-ly 

— child-hood 

„__/-.— children 

christian-ity 

— f— - circumstance-tial 

, city-citizen 

, ...civilization 

co-executor 

, collateral 

combine-d-ation 

comf  ort-ed-able 

commence-ment 

commonest 

commercial 

company 


r 


184 


s; 

c 


complete 

completion 

compliance 

,— - — comply-ied 

— !^> comprehend-ed 

.  _>-.._ comprehension-ive 

_r_vL_ concern 

_ conclude 

concluded 

conclusion 

conclusive-ness 

_L/_. condition-al 

jrr?.—. congress 

j_s\  _ conscientious-ly 

.!TI?L.  consequence 

_™— .  consequent 

._!....  consider-able-ness 

considerate-ness 

P 
.._ consist 

P 
__*__  consistence 

_*  ....constituent 


P 
U 


constitute-ed 

constitution-al 

— construct-ed 

•— U  •— construction 

T 

-**-  in  (in  the)  construction 

consume 

<r~N 

...6~^>... consumption 

contain 

— I — contract-ed 

— IL _ contraction 

.  .contradict-ed-ory 

contradiction 

contrive-ance 

— L— control-led 

controversy 

"_... converse-ant 

.  convert-ed 

correct-ed-ness 

_ correction 

corrects 

7TU_s  counsel  for  the  defense 


185 


1 — counsel  for  the  def'd't 

— .^—.counsel  for  the  pl'nt'f 

countenance-ed 

country 

— — -— countryman 

— rrT3_ countrymen 

— r=..~ - county 

en-- court 

..c— iO>. ...  cross-examine-ation 

cure 

cures-curious 

cr-o 

D 

/ danger 

....ft. dangers-ous 

...Jj_ dark 

1 darken-ed 

1 Dear  Sir 

t^,-^  Dear  Madam 

..  Jrs December 

. j defeat 

....defendant 


..defense-ive 

defer 

.  deficient-cy 


— -V--  deform-ed-ity 

— defraud-ed 

degeneration 

degree 

delight-ed 

delinquent-cy 

delinquents 

I deliver-ed-y 

— fL — , deliverance 

_Jsrx.  democrat-ic-cy 

__2 denominate-d-ion 

—I depravity 

V 
--—    derived-derivative 

1 
....-_:....  derive-derivation 

determine 

determination 

U_   develop-ment 


4 

L 


.  describe-d 


186 


-  description 

— I —  direct-ed 

...  -U— direction 

.—A... directness 

_Jk discharge 

_  I dissatisfy -ied-action 

._<L-_._  dyspeptic-sia 

.... o distinct 

...K^.. distinctive 

JraJl distinguish -ed 

...4 ...District  of  Columbia 

divine 

1 
-_.... doctor 

1 
doctrine 

....! dollar 

I down  thr 

I downfall 

I  ....downcast 

"~LL 

.....I-.-.   dread-ed 

LJ?     drunken 

....drunkenness 


-/|..— during  it 

E 

each  will 

- each  one 

efficient 

enlarged 

England 

English 

, enthusiasm 

...L^... essential 

Jis5__ evening 

_l_SlL-  every  one 

S. evident-ce 

exact-ed-ness 

J? exaggerate-d 

.„- C/.._. exaggeration 

....<C7>.... examine-d-ation 

example 

„--...- 

....^ except-ed 

.Si... exception 

....executor 


187 


—f 

i...  .  .          exchange-d 

V      fail 

<=>       0 

< 

exhibit 

V       fan 

^ 

exhibition 

^  _  fallen   fall  in 

5 

^°      false 

s 

fault-y 

^ 

'N       favor 

% 

V^      February 

in  (in  the)  experience 

V. 
feature   if  it 

* 

explain-atory-ation 

j;      feel 

explained 

feel  it 

<0 

explicit-ness 

^       felt 

5 

explore-d-ation 

^      fell  in 

express-ed-ive 

\>_^    financial 

o_^> 

exquisite 

i         footstep 

\ 

extraordinary 

V-,      for  instance 

q 

extravagant-ce 

C      for  all 

"~'\>" 

0 

extreme 

\^      for  all  are 

V_      for  the  plaintiff 

V 

fact 

V_      for  the  defendant 

iSS 


...^. ,— for  all  it,  or  for  all  had 

_i.__ form-ed 

__L fonnal-ly 

— Jr— formation 

.S^. former-ly 

formless 


(^  —  ...........  found-ed-ation 

.._^—  ............  fortune-ate-ly 

_Io  ..............  .  .........  fraction 

....................  freedom 

frequency 
frequent 
.5rTX-  ....................  from  all 

JL    .......................  fuller 

5\  _____  ................  frank-ness 

\—*' 

5N  _____  ..................  Franklin 

_(>.  _____  ......................  frantic 

_^      ...................  from  one 

^Vr>...  .....................  from  it 

__TA>  ___  ...........  furnish-ed-ture 

.\.  .....  ..................  future-ity 


G 

give  it 

~-J>- gave  it 

...&_ , glory,  glorify 

... c_o. — ..  glorious 

=> —  govern-ment 

*~  governor 

>--eT- —  grandchild 

— • ^^1"     granddaughter 

~-<r*=~*.  grandson 

^..c?X —  Great  Britain 

, — ~ —  guilt-y 

H 

^^.Vrr:  habeas  corpus 

. I had  had,  or  had  it 

--~\~~    happy 

— \.— happiness 

.„.§-_?—  has  known 

^..Vs have-ing  been 

_._>-^ henceforth 

>._rlA heretofore 


189 


history  -ical 

immortalize 

/  holy 
/                           holier 

../^>...  impatience 

j^>                             impatient 

"  c 

/       holiest 

^  —    horticulture-al 

in  all 

o/\    House  of 

^-^     ...  .          .indefatigable 

"6                        Representatives 
\  hopeful-ness 

T 

>^_x     .indenture 

"-^      ..independent 

V'~H/      I  am  in  receipt  of 

\     indescribable 

your  letter 
1  idle-ness 

^         indignant 

;r_  .  if  all  are,  or  our 

s~^-     individual 

identical 

v~^k  .  inhabit-ed-ant 

_-_!~So.  if  the  court  please 

...  ...  inquire 

.ignorance 

..insignificant 

^       ignorant 

instant 

•J-—                       illegible-ity 

^z~                         ...integrity 

x.  imagine-ary-ation 
/   imaginative 

^~      intellectual 

U      in  (  or  in  the) 

,                          ...  imagined 

consideration 

Y 

inconsiderate-ness 

^^.  iuimoral-ity 

information 

e~~       imiiK)rtal-ity 

inf  orm-ed-ant 

190 


in  it 

in  one,  any  one 

in  our 

in  relation 

'.....  .in  reply  to  your  letter 

<^-< 
jrv—.in  reply  to  your  favor 

inscribe-d 

inscription 

insecure 

•v-P 

_:f__ in  so  far  as 

....  in  the  first  place 
.  in  (in  the) second  place 

interior 

interpret-ed-ation 

intestate 

intolerable 

^^-  _  invite-ation 

6       irreligious 

is  known,  or  none 

....IT , is  said 

___LL....  ...  is  said  to  have 


/ is  there 

. is  it 

.„  _J issue 

../...  issued 


t 


...<£..— is  just  at  hand 


.it  had  or  it  would 


-----I  ..... 

i  ____    ....it  had  or  would  not 

.  ___  Jr.  ____  ..................  it  is  good 

.A...  kr.l~  ..................  it  is  great 

_A.  .....  ..................  it  is  plain 

..Lrr^.-  .........  it  may  have  been 

(L       .......  it  is  questionable 

I 


itself 


L*  ___  ....................  January 

*_  ___  ....................  Jehovah 


/       .......................  Jesus 

/^,     ...............  Jesus  Christ 

(^j,     .......  Jesus  of  Nazareth 

___L.__  .................  joint  stock 

___J_  ........................  judicial 


191 


y 

^<c  —  .................  judiciary 

ZV 

........  judicious-ly-ness 


—</—.  ...............  jurisdiction 

-  O  —  ................  ,,  .just  as 

—  .0.  —  ......................  justice 

—  £.  —  ..............  justify-iable 

—  <£-  .................  just  at  hand 

-.j£_~...  ..............  just  received 

L 

—  (.Jo—  ..ladies  and  gentlemen 
--/-—-  ........................  large 

—  .9.  ____  ......................  larger 

.._./.-—  .....................  largest 

...L  -----  ...................  learn-ed 

—L.  _____  .........  learned  counsel 

_jy£™  ............  learned  judge 

._/Z...  .............  legislate-d-ive 

—L/..  .....................  legible-ity 

___  J__  ...............  illegible-ity 

.....................  length 


"I 


lengthy 

....  lengthen 
lengthened 


r 


...  long 
.  longer 


M 

o 

— t£L-. machine 

i~- machinist 


machinery 

may  have  been 

may  it  please 

your  honor 

— ^v may  it  please  the  Court 

_^^> —  niagnet-ic-ism 

' — ~~? 
_ — — .  majority 

J—TTrij:   manufacture-r-ory 

,!_JL_ Massachusetts 

_^r> — mechanic-al-ism 

J — Mediterranean 

memoranda-am 

mental -ity 


192 


--•"—^ri.  neglect 

<^"°~i.          ....       ..   mercy-  iful 

•^—0-    New  Jersey 

_^">Xv-  merchandise 

^y-  -  New  York 

..Z...  messenger 

>^.  ,  New  York  City 

x"     >• 
\  metropolitan 

1 
_  -^Y_    New  York  State 

\>  metropolis 

D 

_^=^\-  nobody 

A  microscope-ic-al 

.    ,  North  Carolina 

mifhtv 

JH\^_.  November 

million-th 

_  no  one 

misfortune 

—  no  other 

mistake 

no  other  one 

_  moral  ity 

.  movement 

.  _S  ...obligatory 

err:..    occur 

<^"—  7 

<m  occurred 

My  dear  Sir 

_<rrra...  occurrence 

,  of  it 

_  -^j?     next 

N...   of  thr 

.  ^~f  _   next  time 

often-times 

•—  s 

193 


ofttimes 

S_ omnipotent-ce 

r\ 

^ on  either  hand 

0 on  the  other  hand 

on  (or  on  the)  one  hand 

fU_^l  .one  other,  or  another 

._$^/__ only 

\ 


-Nb- 


opposition 
oppression 
order 
ordinary 
organ 
organize 
organization 
over  it 
overtake 


_.:i preliminary 

..._\ parallel 

..£\. parliament-ary 

_..\^ party,  patent-ed 


__  \    ...   .party  of  the  first  part 

.  party  of  the 

"~Y^~  second  part 

-^  ---   ..................  partake 

—  V—  ..................  passenger 

___  !k..     ......................  people 

t\. 

____  ._...  ......................  perfect 

<\ 

>,...rT      ..................  perfected 

perfection 
Pennsylvania 
.-.  .........  perfonn-ed-ance 

-  ........  pernianent-ly-ce 

......  perpendicular-ity 

_.>...  .....................  person 

___  I  .._..   .....  philanthropy-ic-ist 

_VsS^s,    ......  phenomena-on-al 

_...<L....  ...............  Philadelphia 

...^TI-    ......  photography-ic-er 

.....\...  ...............  popular-ity 

._.v.^.    .......................  power 

..-.\7?...  ..................  powerful 

___  t\  _.  .......................  practice 


194 


._.\.._.  .....................  present 

!^-  ..................  prejudice-d 

^      .  ..prepare-d-atory-ation 
_V__  ..............  Presbyterian 

S^  .....  .......................  pretty 

\' 
..  ...............  prima-facie 

~!^__._  ..................  professor 


profit-ed 

proof-prove 

prominent-ce 

property 

proportion 


_5K_D_ protection 

.—' ?X—  production 

_i>...  punish-ed-ment 

\  purpose 

\> 

R 

. real-ity 

realize 

.//. recollect-ed-ion 

/  . . .  recover-ed 


.  reform-ed-atory 

religion 

religious 


-C/-- — relinquish-ed-ment 

remonstrate-d 

_^2^. republican 

....//^\... repute-d-ation 

-^\.. respect-ed-ing-ful 

__ ^ retake 

,. revenge-d 

— ^. — reveal-ed 

— C. — revelation 

(3.-  revolution 

_•}/!  rhetoric-al 

...(y/..  rule-d 

_.__\  .Roman  Catholic 

s 

—  u said  to  have 

/T. salvation 

... s_GU=. San  Francisco 

ft satisfy-ied 


195 


_.P_ satisfaction 

fill)..  scripture-al 

.crrf?....  Secretary  of  State 

<n//. Secretary  of  War 

scientific 

'... scoundrel-ism 

T^ September 

_jj ....serious 

r 

JL™. set  off 

p 
_u set  forth 

J. + shall  it 

.J. she  had,  she  would 

!tTT.-.. signify-ied 

^T~... significant-ce-cy 

signification 

^__. similarity 

simultaneous-ly 

~^_____  single-d 

— _    singular-ity 

H_  situation 

'-*     .  ...skillful 


) so  far  as 

..-.<n>-.~  sometime 

b south-east 

...K^.....  south-eastern 

.....C southern 

...rV^!-  south-western 

.^      south-west 

.^ south-wester 

__j> speak,  superior-ity 

<j 

."UTI- speaker 

__   * special -ty 

__\._  spiritual-ity 

Y^-  spiritualism 

^v 

*~.  spiritualistic 

.___\__s>- spontaneous 

£^.... standard 

statistic 

__. stepping-stone 

^ stenography-er-ic 

, stranger 

strength 


196 


.3.  ..............  stupendous-ness 

..'.  \  —  ..................  stupid-ity 

* 

_i  _____  ...............  sublime-ity 

../^  ____  .....  subordinate-d  ation 

substantial 
.  ......  substantiate-d-ation 

Ap  ___  ...............  substitute-d 

.V-^-—  ...........  sufficient-cy-ly 

£..__.  ...........  suggest-ed-ion 

5^-—  ......  superintend-ed-ent 

t 

•—.  ...............  supenor-ity 

...A  ___  .  ...........  .  supreme-acy 

(__  ...............  swindle-d-r 

T 

._J__  .......................  take  it 

__J  ____  .................  ,  .....  taken 

__4_^.  __  ..................  tendency 

_.HO_  ..............  telegraph-ic 

b  ___  .............  testament-ary 

___  k  ____  .......................  testify 

/  _____ 


that  thr 


..„£. thanksgiving 

___». thenceforth 

there  ought 

s^     there  ought  to 

/  have  been 

.  ..A the  other 

.—/-—.  ...there  will 


!)— there  would  or  had 

/._ they  are  all 

f they  had  or  would 

..../. they  had  not 

^ thousandrth 

._  \ to  have  been 

[ tolerate-d-ation 

_  d tolerance 

,...5j...  transient 

C~ 
twelve-fth 

I tragedy 

n 
-.(Crr.- trans-Atlantic 

(j^.... transcend-ed 

_L       transfer-red 

n 

_...J\.  __ transform-ed 


197 


u 

~5-' — under 

— United  States 

-- -a—  - universe-al 

....universalisni 


—\— university 

unless 

_^r?^y  uniform 

r-^f... unimagined 

V 

— S^._ vegetate-d-ion 

._S^7_..  vegetable-rian 

. V^— vengeance 

.  Nov     •  vice-versa 

Virginia 

virtue 

, virtuous 

virtuously 

....visible 


.  warrant-ed-able 


.was  to  have 
...was  thr 


we  are  in  receipt 
of  your  valued  favor 


— we  are  to  have 

,. we  know 

we  have  known 

— L welcome 

f we  made 

^ we  may  be 

we  may  have  been 

we  may,  with  me  or  my 

we  may  not,  we  meant 

we  mention 

„ t/_ were  it 

o,...  were  made 

— «7a.._.   were  meant 

-.srs..-    were  mentioned 

su^i..  were  no 

_3~Av}  what  is  your 

\  ~  occupation 

_(/        ...where  do  you  reside 


— 6. — which  are  to  have 

: which  will  not 

,./,,.., which  would  have 

while  it 

...  wish  it 


f 

J 


with  him 

women 

-...£T^>..__ woman 

— .c/-.-.. work-ed 

_— t/L. :workman-men 


year-s 

— -D. yes  sir 

^~-» your  valued  favor 

-\L~ your  letter  at  hand 

s^-  ..your  communication 
...your  esteemed  favor 


199 


EXERCISE  ON  WORD  SIGNS 

The  following  letter,  composed  of  word  signs,  should 
be  written  over  several  hundred  times,  great  care  being 
exercised  to  use  the  proper  sign  and  to  put  it  in  its  proper 
position.  It  is  suggested  that  not  more  than  one-third 
of  this  exercise  be  taken  at  a  time,  after  which  the  whole 
may  be  written  together. 

Words  connected  by  hyphen  are  represented  by  one 
sign.  Imply  of,  of  the,  to  and  to  the,  wherever  they 
can  be  implied. 

MY-DEAR-SIR  : 

I-am-in-receipt-of-your-letter  of  the  I2th  of  Septem- 
ber, which,  you  may-be  sure,  was  very  welcome. 

I  shall  be  delighted  to  accept  your  invitation  to  become  a  mem- 
ber of  the  special  party  you  expect  to  superintend  through  this 
little  world  of  stenographic  forms.  When  Professor  Hope,  of  the 
University  of  Virginia,  first  suggested  that  I  ought  to  inquire  some- 
what more  fully  in-relation  to  this  important  subject,  I  dreaded 
the  expenditure  of  mental  application  which  I  believed  would  be 
essential  to  learn  them.  Your  communication,  however,  combined 
with  his  description  of  the  comprehensive  and  intelligent  manner 
in  which  you  present  the  characters,  to-the  delight  of  ever}' -one 
concerned,  together  with  the  advantage  to-be  derived  from  a  per- 
fect knowledge  of  phonography  as  set-forth,  have  influenced  several 
prominent  ladies-and-gentlemen,  formerly  of  Brooklyn,  but  now 
of  Philadelphia,  Pennsylvania,  to  begin  with-me  ;  and  we-will  all 
come  at-the-same-time. 

Already  there  is  much  interest  exhibited,  and  each-one,  without 
exception,  is-said-to-have  determined  to  attain  that  standard  of 
perfection  which  has  been  put  before  us  for  example. 

I  heard  through  the  governor's  granddaughter  that  Mrs.  Pleasure 
has  accepted,  and  that  the  Messrs.  Long,  who  have  never  yet  been 
found  averse  to  any  movement  where  intellectual  improvement 


was  in-order,  are  impatient  to  set-off  immediately.  They-are  par- 
ticularly interested  now  in  contractions,  and  the  correct  application 
of  principles.  Your  explanations  have  revealed  to  them  their  de- 
ficiency in  several  respects. 

Dr.  Christian  and  Mr.  I/ord,  with  a  number  of  Presbyterian  and 
Roman-Catholic  brethren  from  New- York-State,  are  at  present 
assembled  at  the  metropolis  for  the  purpose  of  directing  an  investi- 
gation of  the  large  amount  of  drunkenness  and  consequent  de- 
pravity in  New- York-City.  These  distinguished  men  are  of  dif- 
ferent religious  beliefs,  but-are-not  at-all  prejudiced  in  opinion. 
Upon  the  transfer  of-their  memoranda  and  the  completion  of  the 
preliminary  examination  of  certain  evidence  given  before  the 
justice,  they  expect  to  take  the  Southwestern  Express  and  over- 
take us  at  San-Francisco,  California. 

The  popular  and  efficient  stenographer  of  the  County  Court  here, 
whom  you  will  remember  as  the  brother  of  the  Assistant  Secretary- 
of-\Var,  called  during  the  evening  to  signify  his  satisfaction  at  the 
organization  of  the  company  and  referred  with  particular  interest 
to  his  having-been  under  your  direction  a  number  of  years  before. 
He  told  us  it  was  absurd  to  think  any-one  could  do  good  work 
without  careful  preparation  and  indefatigable  practice,  as  they-are 
indispensable. 

His  associate,  who  has  become  equally  skilled  after  long  expe- 
rience in  the  United-States  House-of-Representatives,  where  the 
work  is  often  difficult  in  the  extreme,  was  astonished  that  any 
person  should  be  satisfied  with  ordinary  attainment  or  fail  to  im- 
prove every  opportunity  for  advancement.  No-one  having  imper- 
fect transcripts  should  ever  hope  to  become  anything  above  the 
ordinary. 

I  hope  to  hear  from  you  again  in  the  near  future  with  further 
information. 


201 


TO  THE  STUDENT 

You  have  now  been  over  all  the  principles  and  it  is 
presumed  you  have  a  good  knowledge  of  them.  Much 
work,  however,  remains  to  be  done  before  you  will  have 
sufficient  speed  to  do  practical  work.  Let  your  motto 
be  practice,  practice,  study,  study. 

Remember  that  accuracy  must  go  hand  in  hand  with 
speed.  Speed  without  accuracy  is  valueless. 

In  all  your  writing  hereafter  use  only  such  vowels  as 
are  necessary  to  enable  you  to  read  your  notes  readily. 
Be  very  careful  to  write  each  word  in  its  proper  position. 
Make  use  of  all  the  ' '  Reporting  Expedients. ' '  Do  not 
use  a  long  outline  where  a  short  one  would  do  as  well. 
Many  things,  apparently  small  in  themselves,  constitute  a 
considerable  factor  when  getting  up  speed. 

The  following  pages  are  given  as  samples  for  your 
guidance.  It  would  be  well  to  study  part  of  a  page  till 
it  can  be  read  without  hesitation,  then  write  it  over  at 
least  twenty-five  times; — one  hundred  would  be  much  bet- 
ter. Cultivate  an  even,  steady  movement,  and  make 
each  character  well.  Use  good  paper  and  keep  your 
pencils  sharp. 

When  you  have  finished  the  first  part  of  a  page,  take 
another  part,  and  so  on.  A  great  deal  more  benefit  will 
be  derived  from  writing  a  certain  amount  of  matter 
twenty-five  times  than  from  writing  twenty-five  times 
the  same  amount  of  matter  only  once. 


202 


PRACTICE  LETTERS 


R 

•Y*"~-""-~  ^—--i 

V  — \  f 

r^~^  )      ,-\.  (-/-.    P        <Tl 3      p    /.--CT>-./5 

(  it )  _i  o  ire  ^^ 


^...-•.A-LXH  - 


t  u  ^_^L  , 


A 


203 


PRACTICE  LETTERS 

i    -zjy^v  /^ 

}  \  -  D 

'  r>  T^-"/-  P  %  . 

~U 


/ 


^  r 


5.L4 


)  vrzi 


•  _ ..  A^Z 


204 


PRACTICE  LETTERS 


2 

// 

3±r...L.  X-ZS.../...1 

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214 


ADDRESS  OF  CHAUNCEY  M.  DEPEW  TO  THE 
YALE  LAW  STUDENTS 


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PRACTICE  LETTER 


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216 


TRANSLATION  OF  SHORTHAND  NOTES 

(  PAGE  203  ) 

GENTLEMEN  : 

We  have  decided  to  accept  your  offer  of  this  morn- 
ing for  one  thousand  bushels  No.  i  Red  Wheat  at  $1.04  per  bushel, 
delivered  at  our  Lake  Street  mill  not  later  than  January  igth. 
Terms  to  be  one-half  on  delivery,  and  the  balance  in  thirty  days. 

Yours  truly, 


DEAR  SIR  : 

Replying  to  yours  of  the  6th  inst.,  we  note  your  re- 
marks in  regard  to  instructions  received  from  Mr.  Anderson  to  send 
our  shipments  via  Anchor  Line  as  soon  as  they  commence  running 
their  boats.  You  state  that  the  first  boat  leaves  Duluth  on  the  I4th 
.inst.,  and  that  you  could  probably  ship  the  last  two  cars  for  which 
you  now  have  orders  that  way. 

As  we  had  an  unusually  large  lead  business  during  the  month  of 
March  our  stock  here  is  quite  low,  and  it  certainly  would  not  do 
to  hold  any  of  our  orders  for  lake  shipments  ;  and  you  may,  there- 
fore, continue  to  ship  by  rail  as  fast  as  you  can,  until  such  time  as 
the  Anchor  Line  boats  are  running  regularly.  As  soon  as  they  do 
this,  so  that  you  can  depend  on  their  dates  of  sailing,  then  you  may 
commence  making  shipments  via  that  line. 
Truly  yours, 


DEAR  SIR  : 

A  long  time  ago  we  sent  you  for  collection  the  account 
of  our  client,  The  James  E.  Bennett  Company,  versus  Nelson  & 
Wells,  amounting  to  $8.40.  It  is  not  a  large  matter,  but  one  which 
is  entitled  to  some  consideration,  nevertheless. 

We  enclose  postage  with  this,  and  request  that  you  give  us  by 
return  mail  the  details  of  the  debtor's  financial  condition  and  the 
prospect  of  making  a  settlement  of  the  account.  You  have  no 
right  to  accept  this  account  for  collection  unless  you  intend  to  give 
us  the  same  attention  which  you  would  give  to  any  of  your  local 
clients  ;  and  unless  we  are  favored  with  an  answer  by  return  mail, 
shall  acquaint  our  surety  company  and  the  Attorneys'  National 
Clearing  House  with  your  methods  of  doing  business. 

Respectfully, 
217 


DEAR  SIR  : 

In  checking  over  the  invoice  of  books  which  you  sent 
on  the  zgth  ult.,  I  find  that  you  have  omitted  "The  Prince  of 
India  "  and  "  Monte-Cristo."  The  set  of  Thackeray's,  which  was 
to  be  in  morocco  binding,  you  have  sent  in  cloth  binding. 

"The  Prince  of  India"  I  ordered  for  a  customer  who  leaves 
town  tomorrow  for  several  weeks  ;  and  as  I  had  positively  assured 
him  that  the  book  would  be  here  tonight,  I  have  lost  the  confidence 
of  a  good  customer,  and,  perhaps,  his  patronage  as  well.  This  is 
the  third  time  within  five  weeks  you  have  made  errors  or  omissions 
in  filling  my  orders,  and  you  must  do  better  in  the  future  if  my 
trade  is  of  any  object  to  you. 

The  set  of  Thackeray's  is  returned  to  you  by  American  Express 
today,  and  you  will  oblige  by  sending  through  same  company  the 
books  which  you  omitted,  and  the  morocco  set  of  Thackeray's  in 
place  of  the  cloth  binding.  You  should  pay  expressage  both 
ways.  Respectfully, 


DEAR  SIR  : 

We  are  in  receipt  of  your  favor  of  the  3ist  ult.,  also 
telegram  and  letter  of  the  1st  inst.  As  per  your  instructions,  we 
will  cancel  your  order  for  one  special  and  one  gentleman's  bicycle. 
We  are  very  sorry  to  learn  that  you  should  be  influenced  by  any 
rumors  that  our  '98  machines  were  not  giving  entire  satisfaction. 
We  do  not  wish  to  sell  you  any  wheels  unless  you  have  perfect 
confidence  in  them,  so  return  your  check  for  $  12.00,  which  you 
sent  as  advance  charges.  We  wish  to  say,  however,  that  the  report 
which  you  heard  is  not  true,  as  you  will  certainly  find  out.  You 
may  be  sure  it  was  started  by  some  person  who  had  an  object  in 
trying  to  injure  the  reputation  of  our  wheels,  but  we  defy  any  one 
to  prove  that  our  machines  are  not  thoroughly  high-grade  in  every 
respect.  We  have  decided  that  the  best  thing  for  us  to  do  under 
the  circumstances  is  to  open  a  branch  store  in  your  place  the  com- 
ing summer,  where  we  can  demonstrate  to  the  people  the  many 
new  and  excellent  features  of  our  wheels  and  convince  them  of 
their  superior  wearing  qualities. 

Respectfully, 

218 


DEAR  SIR  : 

We  have  just  received  notice  from  our  factory  that  there 
is  likely  to  be  a  considerable  advance  on  all  rubber  goods  after 
October  ist.  We  have  expected  this  for  sometime,  as  there  is  an 
enormous  increase  in  the  demand  for  rubber  which  is  exceeding 
the  supply.  It  is  not  our  object  to  use  this  as  an  argument  to 
solicit  your  orders  but  as  you  are  an  old  customer,  we  offer  it  sim- 
ply as  a  suggestion,  believing  you  will  think  it  to  your  interest  to 
order  what  you  possibly  can  and  have  shipment  made  before  the 
rise.  It  would  be  impossible  for  us  to  accept  of  any  long  term 
contracts  at  present  prices  but  we  can  take  care  of  any  orders  for 
immediate  delivery. 

Yours  truly, 


DEAR  SIR  : 

Your  attention  has  been  called  repeatedly  to  the  mat- 
ter of  making  repairs  to  cars  and  overlooking  defect  cards  at- 
tached thereto,  authorizing  bill  for  this  work.  It  is  a  daily  occur- 
rence to  have  these  cards  come  to  this  office  with  the  information 
that  the  damage  covered  by  defect  card  has  been  repaired  and  the 
card  not  removed  at  the  point  or  shop  where  the  work  was  done. 
We  are  persistent  in  trying  to  locate  where  the  work  is  performed 
but  invariably  are  advised  by  all  the  shops  that  they  have  no  record 
of  such  repairs,  although  the  card  is  evidence  that  the  damage  must 
have  been  in  existence  when  the  car  was  delivered  to  us  by  our 
connections.  Whether  this  is  the  result  of  an  imperfect  record  of 
repairs  made  at  the  shop  I  leave  you  to  judge,  nevertheless  the 
fact  remains  that  the  repairs  were  made  at  some  point  on  our  road 
and  there  should  be  a  record  from  which  such  matters  could  be 
gleaned.  It  is  not  only  annoying  but  burdensome  to  be  compelled 
to  trace  these  repairs  and  I  would  specially  request  that  you  en- 
deavor to  stop  this  carelessness. 


BENT  GLASS 

Bent  glass  was  at  one  time  more  commonly  used  for  show  case 
fronts  than  for  anything  else,  but  it  has  come  to  be  employed  for 
a  variety  ot  purposes  and  it  is  now  used  far  more  extensively  than 

219 


ever  before.  Its  use  in  store  fronts  is  becoming  more  and  more 
familiar,  very  large  plates  being  bent  for  this  purpose.  It  is  now 
used  more  than  ever  before  in  the  construction  of  buildings  for 
dwelling  purposes,  in  windows  on  rounded  corners,  and  in  towers. 
It  is  used  in  coach  fronts  ;  it  is  used  in  the  rounded  front  china 
closets,  and  in  making  glass  cabinets.  Either  plain  glass  or  beveled 
glass  may  be  bent  to  any  curve.  For  one  use  and  another,  glass  is 
now  bent  in  many  forms.  The  number  of  molds  required  for 
current  use  in  a  glass-bending  establishment  is  large  and  the  accu- 
mulated molds  number  thousands.  Glass  is  bent  in  a  kiln.  Glass 
melts  at  2300  degrees.  The  heat  employed  in  bending  is  1800 
degrees.  No  pyrometer  would  stand  long  in  that  heat.  It  might 
last  an  hour,  but  it  would  not  last  a  day,  and  so  the  heat  of  the 
kiln  is  judged  from  the  color  of  the  flame,  and  other  indications. 
By  long  experience  and  observation  the  expert  glass  bender  is  en- 
abled to  estimate  the  heat  in  this  manner  with  accuracy.  The 
smaller  pieces  of  glass  are  put  into  the  kilns  with  forks  made  for 
the  purpose,  but  the  great  molds  used  for  bending  large  sheets  of 
glass  are  mounted  on  cars  so  that  they  can  be  rolled  in  and  out 
of  the  kilns.  The  glass  is  laid  upon  the  top  of  the  mold  over  the 
cavity  and  it  is  bent  by  its  own  weight.  As  it  is  softened  by  the 
heat  it  sinks  into  the  mold  and  so  is  bent  into  form.  It  may  take 
an  hour  or  two  to  bend  the  glass. 


NEW  MONEY  FOR  OLD 

There  are  several  experts  employed  by  the  government  to  inspect 
the  currency  offered  for  redemption.  In  fact,  every  person  em- 
ployed in  the  bureau  is,  in  some  degree,  an  expert,  because  each  one 
of  them  has  to  pass  on  the  genuineness  of  the  money  presented  for 
redemption,  and  this  is  a  difficult  task.  Remember  that  this  money 
comes  to  the  treasury,  as  a  rule,  only  when  it  is  so  badly  worn  that 
it  will  not  pass  current.  This  dirty,  torn,  greasy,  ragged  money 
the  experts  have  to  handle  and  decide  whether  it  was  issued  by  the 
government  and  should  be  redeemed  at  its  face  value,  or  whether 
it  is  the  work  of  counterfeiters  and  should  be  rejected.  It  is  not 
at  all  to  the  discredit  of  the  experts  of  the  bureau  that  some  bogus 
money  has  got  past  them  and  been  detected  in  one  of  the  offices  to 


which  the  pieces  of  money  go  for  further  examination.  This  does 
not  occur  often.  The  peculiar  province  of  one  expert  is  not  to  de- 
tect bad  money — though  she  is  expert  at  that — but  to  put  together 
torn  pieces  of  money  sent  in  for  identification  and  redemption. 
These  pieces  of  money  come  from  all  parts  of  the  country  and  ar- 
rive under  most  extraordinary  conditions.  This  is  not  surprising, 
in  view  of  the  fact  that  they  come  from  experiences  with  fire  and 
water  and  gastric  juices,  and  many  other  powerful  agents.  A  not 
infrequent  accident  to  money  is  to  be  left  in  a  stove  from  which  it 
is  taken  in  a  badly  charred  condition  with  only  ashes  to  represent 
the  greater  part  of  it.  Often  it  is  used  by  rats  to  make  their  nests, 
or,  buried  in  the  dampness  of  a  cellar,  it  rots  away. 

Here  are  the  rules  of  the  Treasury  Department  for  the  redemp- 
tion of  mutilated  money  :  For  a  piece  of  currency  greater  than 
two-fifths  and  less  than  three-fifths  of  the  original  note,  one-half 
of  the  face  value  of  the  note  is  given.  For  a  piece  as  great  as  three- 
fifths,  the  whole  value  of  the  note  is  given.  For  a  piece  two-fifths 
in  size  of  the  original,  nothing  is  given.  But  this  last  provision  is 
limited  by  the  law  which  gives  discretion  to  the  Treasury  Depart- 
ment to  give  full  value  for  a  note,  if  the  owner  can  prove  to  the  sat- 
isfaction of  the  authorities  that  the  note,  or  the  missing  part  of  it,  was 
destroyed.  This  last  provision  opens  the  door  to  possible  fraud, 
and  many  are  the  efforts  made  by  dishonest  persons  to  take  advan- 
tage of  it.  The  fragments  of  money  which  come  to  the  treasury 
are  turned  over  to  one  of  the  experts  and  sorted  out  under  the 
microscope  for  identification.  They  are  picked  apart  and  each 
tiny  piece  is  assigned  to  its  place  like  the  parts  of  a  puzzle.  This 
is  usually  done  on  glass,  and  the  fragments  are  eventually  put  be- 
tween pieces  of  glass  to  hold  them  together  while  they  are  meas- 
ured to  see  whether  there  are  two-fifths  or  three-fifths  of  the  note 
identifiable,  or  whether  it  is  so  little  that  the  owner  can  recover 
nothing.  Sometimes  it  is  a  very  serious  matter  to  the  owner.  The 
poor  are  not  the  only  applicants  for  assistance  to  recover  for 
damaged  money.  At  the  time  W.  K.  Vanderbilt's  beautiful  home 
at  Newport  was  destroyed  by  fire,  Mrs.  Vanderbilt  sent  in  about 
$1000  in  mutilated  currency,  out  of  which  the  experts  were  able  to 
identify  for  redemption  all  but  a  fraction  of  the  sum.  It  is  not 
alone  mutilated  money  that  comes  to  the  treasury,  but  dirty  and 


worn  money  of  all  kinds  to  the  extent  of  nearly  five  hundred  mil- 
lions a  year.  Sometimes  counterfeits  get  past  the  experts  in  this 
bureau  and  are  caught  in  the  other  bureaus  to  which  the  halves 
are  sent  when  the  packages  of  old  notes  have  gone  under  the  knife 
and  been  divided  for  counting  and  identification  before  they  are 
destroyed.  But  this  is  not  the  most  frequent  form  of  attempted 
fraud.  The  mutilated  money  offers  the  easiest  path  to  this  sort  of 
crime.  Some  of  the  experiences  of  the  redemption  division  with 
would-be  thieves  are  interesting. 

One  man  in  Kansas  sent  to  the  treasury  the  halves  of  some  small 
bills  with  the  edges  nicely  charred,  accompanied  by  an  affidavit 
from  the  sender  that  he  had  put  the  money  in  the  pocket  of  his 
coat  and  hung  the  coat  on  the  fence  where  it  was  burned,  to  the 
destruction  of  part  of  the  notes.  It  happened  that  the  treasury 
had  redeemed  the  other  halves  of  these  notes  just  two  and  one-half 
years  before  for  a  money  broker  on  the  Bowery  in  New  York,  and, 
thinking  the  case  suspicious,  had  kept  an  eye  out  for  the  possibility 
of  attempted  fraud.  The  Kansas  man  was  a  member  of  good  busi- 
ness standing,  and  his  bankers  threatened  the  treasury  officials 
with  dismissal  if  they  questioned  his  affidavit.  The  case  was  put 
in  the  hands  of  the  Department  of  Justice,  and  eventually  the  man 
plead  guilty  and  was  fined  $  1,000.  A  banker  in  Alabama  re- 
ceived from  a  depositor  a  fragment  of  a  ten- dollar  bill,  and  the 
treasury  paid  five  dollars  for  it.  Later  came  a  claim,  accom- 
panied by  the  other  part  of  the  bill  a  little  charred,  and  with  an 
affidavit  saying  the  sender  had  burned  the  remainder  of  the  note 
by  mistake.  A  Chicago  man  sent  in  fragments  of  two  twenty  dol- 
lar bills  and  one  ten  dollar  bill  with  an  affidavit  telling  how  the 
other  halves  had  been  destroyed.  In  the  same  mail  the  other 
halves  of  these  bills  came  in  from  a  Chicago  banker.  The  maker 
of  the  affidavit,  who  proved  to  be  a  tool  of  some  swindlers,  was 
sent  to  prison  for  one  and  one-half  years.  —  Washington  Star. 


THE   MOON 

The  moon,  turning  on  its  axis  once  in  a  little  more  than  twenty- 
seven  days,  presents  every  part  of  its  surface  in  succession  to  the 
sun  in  that  time,  as  the  earth  does  in  twenty-four  hours.  The  day 


of  the  moon  is  consequently  nearly  a  fortnight  long  and  its  nights 
of  the  same  duration.  The  light  of  the  sun,  falling  upon  the  moon, 
is  partly  absorbed  into  its  body,  but  a  small  portion  is  reflected  or 
thrown  back  and  becomes  what  we  call  moonlight.  The  illumi- 
nated part  from  which  we  derive  moonlight,  is  at  all  times  increas- 
ing or  diminishing  in  our  eyes  as  the  moon  proceeds  in  her  revo- 
lution around  our  globe. 

When  the  satellite  is  at  the  greatest  distance  from  the  sun, 
we,  being  between  the  two,  see  the  whole  of  the  illuminated 
surface  which  we  accordingly  term  full  moon.  As  the  moon 
advances  in  her  course,  the  luminous  side  is  gradually  averted 
from  us,  and  the  moon  is  said  to  wane.  At  length,  when  the 
satellite  has  got  between  the  earth  and  the  sun,  the  luminous 
side  is  entirely  lost  sight  of.  The  moon  is  then  said  to  change. 
Proceeding  in  her  revolution,  she  soon  turns  a  bright  edge  to- 
ward us,  which  we  call  new  moon.  This  gradually  increases 
in  breadth  till  the  moiety  of  the  circle  is  filled  up  ;  it  is  then  said 
to  be  half  moon.  The  luminary,  when  on  the  increase  from 
new  to  half,  is  termed  the  crescent.  In  the  early  days  of  the  new 
moon  we  usually  see  the  dark  part  of  the  body  faintly  illuminated, 
an  appearance  termed  the  old  moon  in  the  new  moon's  arms. 
This  faint  illumination  is  produced  by  the  reflection  of  the  sun's 
light  from  the  earth,  or  what  the  inhabitants  of  the  moon,  if 
there  were  any,  might  be  supposed  to  consider  as  moonlight. 
The  earth,  which  occupies  one  invariable  place  in  the  sky  of  the 
moon,  with  a  surface  thirteen  times  larger  than  the  apparent  size 
of  the  moon  in  our  eyes,  is  then  at  the  full,  shining  with  great 
lustre  on  the  sunless  side  of  its  satellite. 


CORK 

Cork,  which  is  used  so  much  for  stoppers  for  bottles,  is  the  bark 
of  an  evergreen  oak  growing  in  the  south  of  France,  Spain,  and 
some  other  countries.  The  bark  is  first  taken  off  when  the  tree  is 
about  twenty-five  years  old.  The  cork  tree  requires  a  warm  climate, 
yet  it  is  found  in  Spain  at  an  altitude  of  1,600  feet,  and  in  Algeria 
at  3,200  feet.  The  lowest  annual  temperature  at  which  it  flourishes 
is  about  sixty  degrees.  It  grows  best  on  slopes  where  it  has  an 

223 


abundance  of  light  and  free  circulation  of  air.  The  trees  continue 
to  grow  and  be  of  service  for  their  bark  for  two  hundred  years. 
In  Spain  the  maximum  height  is  sixty  feet,  the  trunk  having  a 
girth  of  ten  or  twelve  feet. 

The  cork  is  obtained  in  the  following  manner  : 

An  incision  is  made  through  the  bark  and  around  the  tree  near 
the  ground  and  another  near  the  branches.  These  cuts  are  followed 
by  perpendicular  ones  dividing  the  bark  into  broad  strips.  The 
cuts  stop  the  circulation  of  the  sap,  and  the  bark  soon  begins  to 
dry  and  curl  outward,  and  each  strip  is  then  peeled  off  by  hand. 
The  tree  is  not  killed  by  this  process,  which  may  be  repeated  every 
ten  years. 

DIVING  SUITS 

The  diving  suit  is  generally  made  of  India  rubber,  covered  with 
cloth,  and  envelopes  the  whole  body  of  the  diver.  The  helmet,  or 
headpiece,  is  made  of  copper,  and  is  fitted  with  three  strong  plate- 
glass  windows.  The  inlet  valve,  to  which  the  hose  is  attached  that 
supplies  the  air  from  a  force  pump  above,  is  so  constructed  as  to 
freely  admit  the  air  ;  but  should  anything  happen  to  the  hose  or 
pump,  the  valve  at  once  shuts,  enclosing  sufficient  air  in  the  dress 
to  last  until  the  diver  can  be  drawn  to  the  surface.  The  boots  are 
made  with  leaden  soles  and  weigh  about  forty  pounds,  while  the 
breastplates  at  the  front  and  back  weigh  nearly  eighty  pounds. 
The  cost  of  a  suit  is  $600. 


THE  UNITED  STATES 

The  Stars  and  Stripes,  the  flag  of  the  United  States,  came  into 
existence  on  June  14,  1777,  nearly  a  year  after  the  battle  of  Lex- 
ington ;  and  the  place  of  its  birth  was  the  house  of  Mrs.  Betsy  Ross, 
at  239  Arch  Street,  Philadelphia,  a  two-story  structure  that  is  still 
standing  and  looks  good  for  another  hundred  years  of  life.  So 
rapid  has  been  the  march  of  events  since  the  Stars  and  Stripes  were 
first  unfurled,  and  so  populous  and  great  have  the  states  become, 
that  it  seems  almost  an  eternity  of  time  since  Betsy  Ross  sat  in  her 
humble  home  and  made  the  flag  ;  and  yet  there  are  living  in  Phil- 
adelphia today  descendants  of  Betsy  Ross  who  heard  the  story 
from  her  own  lips. 

224 


In  the  spring  of  1777,  a  committee  was  appointed  by  Congress 
to  design  a  suitable  flag  for  the  nation.  Accompanied  by  General 
Washington,  the  committee  visited  Mrs.  Ross,  and  giving  her  as  a 
model  a  pencil  sketch  made  by  Washington,  they  requested  her  to 
make  a  flag  in  accordance  with  the  design.  The  act  by  which  the 
flag  made  by  Mrs.  Ross  was  chosen  as  the  emblem  of  the  United 
States  is  as  follows  :  ' '  Resolved  :  that  the  flag  of  the  thirteen 
United  States  be  thirteen  stripes,  alternate  red  and  white,  with 
thirteen  stars  of  white  in  a  blue  field,  representing  a  new  constel- 
lation." The  act  passed  by  Congress  on  April  4,  1818,  provides 
that  on  the  admission  to  the  Union  of  a  new  state,  one  star  should 
be  added,  the  addition  to  be  made  on  the  4th  of  July  following 
the  admission  of  the  state.  Thus  the  thirteen  stripes  on  the  United 
States  flag  represent  the  original  number  of  states  comprising  the 
Union.  Now  there  are  forty-five  stars,  but  the  stripes  will  ever 
remain  the  same— seven  red,  six  white.  Its  proportions  are  per- 
fect when  properly  made — one-half  as  broad  as  it  is  long.  The 
blue  field  for  the  stars  is  the  width  of  a  square  of  the  first  seven 
stripes — four  red,  three  white.  The  colors  are  in  beautiful  relief, 
and  it  is  altogether  a  splendid  national  emblem.  The  five-pointed 
star  was  suggested  by  Mrs.  Ross,  and  has  always  remained  the 
same,  though  the  number  of  points  has  never  been  the  subject  of 
legislative  enactment. 

AMBER 

A  valuable  collection  of  amber  is  being  exhibited  in  London, 
which  is  attracting  much  attention  from  both  naturalists  and 
people  generally.  Most  people  know  that  amber,  away  in  the  dim 
ages,  was  gum  of  a  most  transparent  and  liquid  kind  which  oozed 
from  the  pines  growing  in  the  countries  near  to  what  is  the  Baltic 
Sea  of  our  day.  The  trees  decayed  and  mingled  with  the  soil,  but 
the  resin  was  stored  up  by  nature,  and  when,  as  the  centuries 
rolled  on,  the  earth  began  gradually  to  sink,  and  the  sea  washed 
over  what  was  once  dry  land,  the  wood  soil  was  upheaved  and  the 
hard  gum  carried  off  by  the  waves  to  be  dropped  to  the  bottom  of 
the  ocean.  There  the  action  of  the  water,  in  the  course  of  further 
ages,  slowly  converted  the  lumps  of  resin  into  the  fossil  which  ocean 
currents  have  since  disturbed  and  often  cast  back  on  the  coasts. 

225 


It  was  in  oozing  from  the  pine  trees  that  the  liquid  resin  caught  up 
in  its  course  insects  and  other  things,  which  have  been  wonderfully 
preserved.  Ants  and  spiders,  leaves,  flowers,  and  fruit  of  species 
and  kinds  unknown  to  recorded  history,  are  to  be  examined  with 
as  much  facility  as  if  they  stood  on  an  object  glass  ;  and  of  such 
delicate  consistency  was  evidently  this  trickling  gum,  that  the 
winged  insects  have  been  imprisoned  without  the  slightest  damage 
to  their  fragile  forms. 

The  finest  specimen  in  the  London  collection  contains  a  fly,  very 
much  like  the  species  which  today  is  common  the  world  over.  It 
seems  to  be  poised  in  mid-air,  the  wings  outstretched  in  the  most 
natural  fashion,  with  the  light  playing  on  their  gauzy  texture  and 
showing  them  in  ever  changing  hues.  The  legs  are  long,  and  the 
fine  hairs  covering  them  are  plainly  discernible.  Even  the  eyes 
are  preserved.  There  are  some  ten  insects  in  another  piece  of 
amber  about  an  inch  square,  including  a  couple  of  spiders  and  an 
insect  looking  very  much  like  a  mosquito.  Another  specimen  con- 
tains five  flies,  and  while  it  is  evident  from  the  peaceful  attitude  of 
four  of  them  that  the  overwhelming  process  was  immediately  effect- 
ual, one  appears  to  have  given  a  last  kick,  and  that  death  struggle 
of  an  insect  many  thousands  of  years  ago  is  plainly  recorded  today 
in  the  disturbed  appearance  of  the  fossilized  gum. 


Mr.  Jas.  H.  Cole, 

Box  29,  Numla,  N.  Y. 

My  dear  Sir  : 

I  am  in  receipt  of  your  letter  of  the  I3th  inst.,  and  am 
pleased  to  learn  that  your  progress  has  been  so  rapid.  Let  me 
caution  you,  however,  to  be  very  sure  that  }-ou  understand  the 
principles  thoroughly.  If  you  do,  and  can  apply  them  readily, 
you  may  congratulate  yourself  on  having  accomplished  the  first, 
and  perhaps  most  important  step,  in  the  study  of  Shorthand  ;  if 
you  do  not,  review  carefully  from  the  very  beginning  of  the  book. 
Any  attempt  at  further  progress  before  the  principles  have  been 
mastered  will  be  quite  likely  to  result  in  failure. 

Resolve  to  become  a  good  stenographer.  The  market  is  over- 
stocked with  poor  ones.  It  will  pay  you  to  put  forth  earnest  and 
persistent  effort,  as  the  higher  speed  you  obtain,  and  the  more  pro- 

226 


ficient  you  make  yourself,  the  better  place  and  the  larger  salary 
you  will  be  able  to  secure.  Make  it  a  practice,  not  only  to  read 
over  a  large  portion  of  everything  you  write,  but  to  make  frequent 
transcripts,  exercising  the  utmost  care  in  spelling,  punctuating  and 
capitalizing.  These  are  very  important,  and  if  you  find  yourself 
deficient  in  this  part  of  the  work,  take  immediate  steps  to  remedy 
the  defect.  The  demand  for  competent  stenographers  was  never 
so  great  as  at  the  present  time,  and  you  need  have  no  fear  that 
your  services  will  not  be  needed,  if  you  prove  yourself  capable. 
Do  not,  however,  expect  a  position  until  you  can  do  good,  and 
fairly  rapid  work. 

Yours  truly, 


ADDRESS  OF  CHAUNCEY  M.  DEPEW  TO  THE  YALE 
LAW  STUDENTS 

I  do  not  propose  to  pursue  any  of  the  subjects  upon  which  you 
have  been  instructed  by  this  learned  faculty,  nor  am  I  prepared  to 
compete  with  you  with  a  thesis  upon  some  legal  question,  as  a  part 
of  the  exercises  of  graduation.  The  commencement  orator  usually 
addresses  himself  to  the  professors  and  the  elder  members  of  the 
profession,  but  I  am  here  to  speak  to  you.  The  most  joyous  of 
days  is  that  which  closes  the  doors  of  the  school,  and  opens  the 
gateway  to  the  world  ;  the  most  apprehensive,  the  one  which 
marks  the  opening  of  your  clientless  office  ;  the  happiest,  the  first 
return,  after  the  future  is  secure  and  success  is  assured,  to  college 
scenes  and  associations.  It  is  the  privilege  of  age  and  experience 
to  indicate  paths  in  the  field  you  are  yet  to  explore,  to  point  out 
the  dangers  which  beset  them,  and  the  methods  of  safe  and  com- 
fortable travel.  Most  of  the  ideals  of  these  closing  hours,  devoted 
to  the  confidential  interchange  of  aspirations  and  hopes,  will  be 
shattered  against  the  stern  realities  of  practical  life,  but  their 
destruction  will  furnish  the  lessons  for  sure  foundations  and  per- 
manent construction. 

At  this  hour,  all  your  thoughts  are  concentrated  in  one  word, 
success.  If  your  construction  of  success  were  honestly  analyzed, 
it  would  probably  mean,  to  most  minds,  the  getting  of  money. 
The  desire  to  acquire  property  is  the  most  potent  force  in  the 

227 


activities  of  our  people.  It  is  the  mainspring  of  our  marvelous 
development,  and  the  incentive  and  reward  of  intelligent  industry. 
It  is  alike  the  cause  of  the  noblest  efforts  and  the  most  revolting 
crimes.  That  man  would  be  unfaithful  to  his  family,  and  to  his 
own  independence,  who  did  not  use  every  honorable  effort,  and 
practice  every  reasonable  economy,  to  secure  home  and  competence 
for  declining  years.  But  the  lawyer  who  makes  this  his  sole  aim 
is  an  uuworthy  member  of  the  noblest  of  professions,  and  will 
never  win  its  honors  or  rewards.  *  *  *  * 


Messrs.  Johnson  &  King, 

West  I4th  St.,  New  York  City. 

Gentlemen  : 

Yours  is  just  at  hand.  In  reply  will  say  that  we  ran 
your  "Ad."  in  the  December  5th,  igth,  and  26th  issues,  and  then 
again  in  the  New  Year  number  ;  but  were  not  able  to  get  it  in  the 
issue  of  the  i6th  of  January,  as  that  number  was  full  before  your 
order  for  continuance  was  received  ;  so  it  had  to  be  carried  one 
week  later,  and  went  in  the  23d  of  January,  and  then  again  in  the 
first  issue  in  February,  and  again  in  the  February  2oth  number.  This 
will  be  followed  by  the  first  issue  in  March,  March  6th,  then'in 
the  issue  of  the  2Oth.  It  really  carries  it  forward  one  week  on  each 
insertion.  We  could  not  get  it  in  the  i6th,  as  you  originally  wished 
it,  and  which  would  have  been  two  weeks  after  the  first  issue  in 
January,  but  could  use  it  in  the  23d,  and  since  that  time  have  used 
it  every  other  week,  which  brings  it,  for  February  and  March,  in  the 
first  issues  of  the  month.  These  are  both  especially  good  numbers, 
and  we  have  many  calls  for  extra  copies  of  the  first  issues  of  each 
month.  We  trust  this  will  be  satisfactory  and  as  you  wished. 

If,  during  your  best  season,  you  would  run  some  large  "Ads." 
giving  us  the  option  oi  two  or  three  dates  in  which  to  use  them 
when  wre  could  do  the  best  for  them,  we  believe  it  would  pay  you 
well.  We  are  not  able,  ever,  to  promise  any  particular  dates,  ex- 
cept in  the  special  numbers  ;  the  regular  issues  being  always  full  far 
in  advance.  Kindly  notify  us  by  return  mail  how  much  space  you 
are  likely  to  need  in  the  April  numbers. 

Very  respectfully, 
228 


Guide  to  the  Use  of  Capitals 


The  following  rules  for  the  use  of  capitals  have  been 
very  carefully  prepared,  and,  with  the  copious  illustra- 
tions, will  be  found  of  much  assistance  to  the  young  ste- 
nographer. 

1.  Every  Sentence  and  Every  Line  of  Poetry  should 
begin  with  a  capital. 

2.  Proper  Names  should  begin  with  capitals  ;  as,  John 
and  James  went  to  the  White  Mountains.     The  city 
of  Cincinnati  is  on  the  Ohio  river. 

3.  Proper  Adjectives  and  Words  derived  from  Proper 
Names    should    begin    with    capitals  ;    as,    American, 
Roman,  Bostonian,  Swedish,  Smithsonian,  to  Chris- 
tianize. 

4.  Direct  Quotations.     When  the  exact   words  of  a 
speaker  or  writer  are  used,  the  first  word  should  begin 
with  a  capital ;  as,  James  said,  "  Come  with  me." 

5.  The  pronoun  I  and  the  interjection  O  should  be 
capitals. 

6.  Names  of  God,  words  denoting  or  referring  to  the 
Deity,  should  begin  with  capitals  ;  as,  "  Trust  in  Provi- 
dence." "  For  in  Thee,  O  Lord,  do  I  hope."     "  Thou 
wilt  hear,  O  Lord  my  God."     "  Trust  in  Him  and  He 
will  give  you  rest."    Jehovah,  Creator,  Almighty. 

229 


7.  Months  of  the  Year,  Days  of  the   Week,  Holi- 
days, and  Special  Seasons  should  begin  with  capitals  ;  as, 
January,  Monday,  Christmas,  Fourth  of  July,  Good 
Friday,  Lent,  Advent,  Trinity. 

Spring,   summer,  fall,  autumn  and   winter  should 
not  be  capitalized  unless  personified. 

8.  Titles   of   Honor   and   Office  should  begin   with 
capitals;    as,   Dr.;   Mr.;    Rev.;  General  Hood;  Ser- 
geant Mills;    Peter  Chase,   D.   D.,   LL.   D.;   Hon. 
James  Drew ;  President  Madison;  His  Honor,  the 
Mayor ;  Henry  Chase,  Ph.  D. 

9.  Names  Personified.     The  name  of  anything  spoken 
of  as  a  person  should  begin  with  a  capital ;  as,  "  Come 
gentle  Spring"  "Then  Hope  said." 

10.  In   Headings  and   Titles   the    important    words 
(usually  nouns,  pronouns,  adjectives,  verbs  and  adverbs), 
should  be  capitalized  ;  as,  "An  Illustrated  History  of 
the  State  of  Vermont,"  Pope's  "Essay   on   Man," 
"His  Majesty,  Myself." 

In  books,  the  titles  and  heads  of  the  principal  divisions 
are  printed  in  small  capitals. 

1 1 .  Names  Composed  of  Proper  and  Common  Nouns, 
such  as,  Junior  course,  Cayuga  creek,  Andes  moun- 
tains, etc.,  should  have  the  first  word  only  capitalized 
(unless  used  in  a  title  or  in  an  address),  because  it  may 
be  used  alone.     In  such  names  as  Rocky  Mountains, 
Jersey  City,  Black  Hills,  etc.,  both  parts  should  be  cap- 
italized, as  both  are  necessary  to  describe  the  place. 

230 


12.  Religious  Sects,  Political  Parties,  Organizations, 
Societies  and  Companies  should  begin  with  capitals  ;  as, 
Methodist,  Catholic,  Republican,  Prohibition  party, 
Band  of  Hope,  Radicals,  Conservatives,  The  Courier 
Co. 

13.  Distinct  Regions;  as,  Pacific  Coast,  the  North, 
the  Southwest,  North  Siberia,  etc.,  should  be  capital- 
ized.    In  the  sentence,   He  was  traveling"  west,  west 
should  not  be  capitalized  as  it  denotes  simply  direction. 

In  the  sentence,  He  went  West,  west  should  begin 
with  a  capital,  as  it  here  denotes  a  certain  part  of  the 
country. 

14.  "Words  of  Special  Importance  describing    great 
events,  or  special  things  which  have  acquired  a  distinct 
name,  should  be  capitalized  ;    as,  Blue  Monday,   Gulf 
Stream,   the  Dark  Ages,   the  Revolution,  the  Civil 
War. 

15.  It  is  sometimes  allowable  to  capitalize  a  word  in 
order  to  give  it  special  emphasis  ;  as  Write  every  Proper 
Name,  and  every  Adjective  derived  from  a  Proper  Noun 
with  an  initial  capital.—  Swinton's  Grammar. 

1 6.  In  display  advertisements,  important  words  are 
generally  capitalized.     It  is  also  customary  to  capitalize 
important  words  in  bills  ;  as,  3  Ibs.  Tea,  4  bu.  Potatoes, 
etc. 

17.  In  writing  the  amount  in  checks,  notes,  etc.,  some 
prefer  to   capitalize    each   word ;    as,   Four  Hundred 
Thirty-four. 


231 


Punctuation 


Punctuation  is  so  important  a  part  of  the  education  of 
the  stenographer,  and  so  few  have  a  practical  knowledge 
of  the  art,  that  it  has  been  thought  advisable  to  give  in 
this  book  a  series  of  rules  which,  it  is  hoped,  will  be 
found  of  great  benefit  to  the  stenographer,  and  will  enable 
him  to  render  better  transcripts  than  he  otherwise  could. 


THE  COMMA 

The  comma  denotes  the  least  of  the  divisions  of  a  sen- 
tence. The  following  rules  will  show  its  principal  uses. 

RULE  i.  When  words  or  phrases  are  not  essential  to 
the  meaning  or  structure  of  the  sentence  in  which  they 
stand,  but  are  merely  thrown  in,  as  it  were,  they  should 
usually  be  set  off  by  commas;  as,  It  is  said,  however, 
that  the  conditions  are  favorable.  He  has  just  heard, 
evidently,  of  the  late  disaster.  A  practical  education  is, 
172  fact,  the  key  to  success.  He  went,  accordingly,  and 
made  arrangements. 

RULE  2.  Clauses  or  Phrases  coming  between  the 
subject  and  predicate  of  a  sentence,  or  between  any  of  its 
principal  parts,  should  usually  be  set  off  by  commas. 

232 


EXAMPLES 

The  painter  has,  with  perfect  reality,  depicted  the 
horrors  of  war. 

"The  sun,  with  all  its  train  of  attendant  planets, 
is  but  a  small  portion  of  the  universe. 

John,  who  had  studied  faithfully,  secured  the  prize. 

The  book,  though  not  a  new  one,  was  highly  prized. 

RULE  3.  The  Ellipsis  of  a  Verb  should  be  marked  by 
a  comma  ;  as,  James  went  to  France  ;  John,  to  England. 
He  has  one  book  ;  she,  two.  Commas  indicate  the  closest 
connection  ;  brackets,  the  remotest. 

RULE  4.  Relative  Clauses,  not  Restrictive,  should 
usually  be  set  off  by  commas. 

EXAMPLES 

The  young  man,  who  seemed  very  bright,  found 
ready  employment. 

They  intend  to  go  in  the  spring,  which  is  the  most 
delightful  season  of  the  year  in  that  country. 

The  giant  trees  of  California,  which  are  the  largest  in 
the  world,  are  falling  victims  to  man's  greed. 


i.  A  clause  is  restrictive  when  it  limits  the  meaning  of 
some  particular  word  to  some  particular  sense  ;  as,  Books  which  are 
full  of  knowledge  are  valuable.  Here  the  author  does  not  say  that 
all  books  are  valuable,  but  merely  those  that  are  full  of  knowledge. 
The  clause  is,  therefore,  restrictive,  and  should  not  be  set  off  by 
commas.  Some  authors  would,  however,  place  a  comma  after 
knowledge  to  mark  the  logical  subject. 

NOTE  2.  If  several  words  come  between  the  relative  and  its 
antecedent,  a  comma  should  precede  the  relative  even  if  it  is  used 
restrictively  ;  as,  He  is  the  best  man,  who  does  the  most  good. 

233 


NOTE  3.  A  comma  should  always  be  placed  before  the  relative, 
if  it  is  immediately  followed  by  a  word  or  phrase  set  off  by 
commas ;  as,  The  engineer,  who,  through  gross  carelessness, 
wrecked  the  train,  deserves  the  severest  censure.  He  met  with  a 
painful  accident,  which,  however,  did  not  permanently  injure  him. 

RULE  5.  An  Appositive  "Word,  together  with  its 
adjuncts,  should  usually  be  set  off  by  commas.  Titles, 
when  affixed  to  a  noun  or  pronoun,  should  also  be  set 
off  by  a  comma,  or  commas. 

EXAMPLES 

Gladstone,  the  noted  statesman,  lived  in  England. 
Victoria,  The  Queen  of  England,  was  very  wealthy. 
Rev.  James  Russell,  D.  D.,  LL.  D. 
Harold  Hunt,  Esq. 

NOTE  I.  When  the  appositive  consists  of  only  one  word,  or  only 
one  word  preceded  by  the  article  the,  no  comma  is  usually  required  ; 
as,  Jesus  the  Saviour  was  crucified. 

NOTE  2.  In  sentences  like  the  following,  the  appositive  is  not 
set  off  by  commas  ;  as,  Goldsmith  Maid  was  called  the  queen  of  the 
turf.  He  was  chosen  king.  They  elected  him  president. 

RULE  6.  The  Simple  Members  of  a  Compound  Sen- 
tence, unless  short  and  closely  connected,  are  generally 
divided  by  commas. 

EXAMPLES 

The  machine  is  a  marvel  of  simplicity,  but  its  work  is 
truly  wonderful. 

"  I,ife  is  short  and  time  is  fleeting." — Short,  no  comma 
needed. 

Be  charitable,  meet  your  obligations  promptly,  and 
you  will  be  respected. 

He  speaks  earnestly,  and  his  words  carry  conviction 
with  them. 

234 


NOTE.  When  the  members  have  commas  within  themselves,  a 
semicolon  is  usually  placed  betwen  the  members  ;  as,  James,  though 
younger,  was  soon  noted  for  his  fine  work  ;  but  John,  being  lazy 
and  indifferent,  met  with  little  success. 

RULE  7.  Similar  Phrases  forming  a  Series  should 
have  a  comma  after  each  phrase. 

EXAMPLES 

He  has  sailed  the  seas  in  merchantmen,  government 
cruisers,  and  fleet  ocean  racers. 

An  earnest  purpose,  a  desire  to  excel,  and  persistent 
application,  will  win  success. 

RULE  8.  Words  or  Phrases  in  Pairs  should  have  a 
comma  after  each  pair. 

EXAMPLES 

Minute  by  minute,  day  by  day,  and  week  by  week,  the 
work  goes  on. 

He  has  studied  Latin  and  Greek,  philosophy  and 
chemistry,  drawing  and  music. 

RULE  9.  Similar  Words  in  a  Series  should  usually  be 
separated  from  each  other  by  commas. 

EXAMPLES 

Men,  women,  boys  and  girls  were  there.  He  spoke 
rapidly,  distinctly  and  forcibly. 

The  sun,  moon,  planets  and  stars  are  objects  of  earnest 
study. 

Love,  faith,  hope  and  charity  are  written  on  their 
banner. 

NOTE  i.  In  a  series  of  similar  words  no  commas  are  required, 
if  the  connectives  are  all  expressed.  (See  example  I  below.)  If 

235 


the  connectives  are  all  omitted,  the  words  must  not  only  be  sepa- 
rated from  each  other  by  commas,  but  a  comma  must  be  placed 
after  the  last  one  to  separate  it  from  what  follows  (see  example  2). 

EXAMPLES 

1.  Every  thought  and  every  word  and  every  action 
will  be  brought  into  judgment. 

2.  Every  thought,  every  word,  every  action,  will  be 
brought  into  judgment. 

NOTE  2.  If  the  terms  are  adjectives,  no  comma  should  be  in- 
serted between  the  last  one  and  its  noun,  if  the  latter  is  final ;  as, 
She  was  a  kind,  generous,  noble  woman. 

RULE  10.  Independent  Elements  should  be  set  off  by 
commas. 

UNDER  THE  ABOVE  HEAD  ARE  INCLUDED  : 

1.  The  nominative  case  independent ;  as,  I  believe, 
Mr.  Secretary,  an  error  has  been  made.    James,  go  at 
once. 

2.  The  nominative  case  absolute  ;    as,  He  being  deaf, 
we  talked  without  fear  of  being  heard. 

3.  Independent  adverbs  ;  as,  Why,  how  well  you  look  ! 

4.  Unemphatic  Interjections ;  as,  Oh,  how  kind  you 
are  ! 

RULE  ii.  Dependent  and  Conditional  Clauses  are 
usually  set  off  by  commas. 

EXAMPLES 

I  will  go  early  in  the  morning,  if  I  can  secure  a  horse. 
I  will  not  go,  unless  he  returns  this  by  evening. 
Educate  a  man,  and  you  increase  his  usefulness. 

NOTE  i.  In  the  preceding  sentence  the  condition  is  implied  ; 
the  meaning  being,  "  If  you  educate  a  man,"  etc. 

236 


NOTE  2.  A  clause  is  dependent  when  it  requires  another  to 
complete  its  meaning.  A  dependent  clause  usually  begins  with  if, 
unless,  where,  when,  until,  in  order,  etc. 

NOTE  3.  If  the  sentence  is  short,  and  the  connection  close,  no 
comma  should  be  used  ;  as,  He  will  coine  as  he  went.  You  may 
return  when  you  can. 

RULE  12.  Transposed  Phrases  or  Clauses  placed  at 
the  beginning  of  a  sentence,  should  usually  be  set  off  by 
a  comma. 

EXAMPLES 

At  the  end  of  a  few  hours,  they  reached  the  cabin. 

Hunted  by  every  one,  there  seemed  little  chance  of 
escape. 

To  tell  the  truth,  his  record  was  never  brilliant. 

To  be  plain,  I  cannot  say  I  like  it. 

"  Who  would  be  free,  themselves  must  strike  the 
blow. ' ' 

NOTE.     In  making  out  catalogues,  and  lists  of  names,  the  last 
name  is  generally  written  first,  and  a  comma  placed  after  it ;  as, 
Brooks,  James  A. 
Luce,  Messrs.  E.  &  J. 
Hood,  Dr.  O.  B. 
Case,  Geo.  M.,  Jr. 

RULE  13.  A  Short  Quotation,  or  a  sentence  resem- 
bling a  quotation,  should  be  introduced  by  a  comma. 

EXAMPLES 

He  said,  "  I  will  be  there." 
Resolved,  ' '  That  we  tender  our  thanks. ' ' 
I  say,  "  You  ought  not  to  go." 

He  began  his  speech  by  saying,  "It  is  a  pleasure  to 
be  with  you  again." 

237 


RULE  14.  The  Comma  should  be  used  to  prevent 
ambiguity,  and  to  make  prominent  emphatic  or  con- 
trasted parts. 

EXAMPLES 

He  is  liberal,  not  lavish.     (Contrasted  parts.) 
The  convict  walked,  and  slept  upon  his  bed. 

' '  Every  lady  in  the  land 
Has  twenty  nails  upon  each  hand, 
Five  and  twenty  upon  hands  and  feet  ; 
This  is  true  without  deceit." 

NOTE  EFFECT  OF  PUNCTUATION 

' '  Every  lady  in  the  land 
Has  twenty  nails  ;  upon  each  hand, 
Five  ;  and  twenty  upon  hands  and  feet  : 
This  is  true  without  deceit." 


THE  SEMICOLON 

The  Semicolon  is  used  to  mark  the  division  of  a  sen- 
tence next  longer  than  that  indicated  by  the  comma. 

RULE  i.  Subdivided  Members.  A  semicolon  is  gen- 
erally used  between  members  that  are  subdivided  by 
commas,  unless  the  connection  is  very  close. 

EXAMPLES 

The  model,  though  in  a  crude  state,  was  exhibited  a 
year  ago  ;  and  now,  for  the  first  time,  a  perfect  cast  has 
been  secured. 


Garfield,  like  Lincoln,  was  born  of  humble  parents; 
and,  like  Lincoln,  was  killed  by  an  assassin's  bullet 
while  holding  the  highest  office  in  the  gift  of  the  nation. 

RULE  2.  Clauses  and  Expressions  in  a  Scries,  having 
a  common  dependence  upon  another  clause,  are  separated 
from  each  other  by  semicolons,  and  from  the  clause  upon 
which  they  depend,  by  a  comma. 

EXAMPLES 

He  said,  that  you  agreed  to  furnish  fifty  tons  of  coal ; 
that  you  were  to  deliver  in  five-ton  lots ;  and  that  you 
accepted  his  offer  of  four  dollars,  net. 

They  claim,  that  the  instrument  is  superior  to  all 
others  ;  that  it  is  simpler  in  construction  ;  that  its  action 
is  easier  and  quicker ;  and  that  its  tone  is  fuller  and 
richer. 

NOTE.  If  the  clause  upon  which  the  others  depend,  comes  at 
the  end  of  the  sentence,  it  is  usually  separated  from  them  by  a 
comma,  followed  by  a  dash.  Thus  :  "  To  give  preference  to  honor 
above  gain,  when  they  stand  in  competition  ;  to  despise  every  ad- 
vantage which  cannot  be  attained  without  dishonest  acts  ;  to  brook 
no  meanness  ;  and  to  stoop  to  no  dissimulations, — are  the  indica- 
tions of  a  great  mind. 

RULE  3.  A  General  Term  in  Apposition  is  usually 
separated  from  the  particulars  under  it  by  a  semicolon, 
and  the  particulars,  from  each  other  by  commas  ;  as, 

He  selected  three  books  ;  Pilgrim's  Progress,  David 
Copperfield,  and  Recreations  in  Astronomy. 

NOTE.  If  the  particulars  contain  commas  within  themselves, 
they  should  be  separated  from  each  other  by  semicolons,  and  from 
the  general  term  by  a  colon  ;  as, 

239 


He  selected  three  books  :  Pilgrim's  Progress,  by  Bunyan  ; 
David  Copperfield,  by  Dickens  ;  and  Recreations  in  Astronomy,  by 
Warren. 

RULE  4.  Short  Sentences,  without  grammatical  de- 
pendence, yet  connected  in  meaning,  are  usually  sepa- 
rated from  each  other  by  semicolons. 

EXAMPLES 

The  winter  is  gone  ;  the  summer  is  here  with  its  sun- 
shine and  flowers. 

I  know  the  morning ;  I  am  acquainted  with  it  and 
love  it,  fresh  and  sweet  as  it  is ;  a  daily  new  creation, 
breaking  forth  and  calling  all  that  have  life  and  breath 
and  being  to  new  adorations,  new  enjoyments,  and  new 
gratitude. — Daniel  Webster. 

NOTE.  When  the  sentences  are  short,  and  the  connection  very 
close,  a  comma  is  generally  used  ;  as,  The  sun  is  shining,  trees 
are  budding,  birds  are  singing  ;  all  the  earth  seems  glad. 

RULE  5.  An  Additional  Clause,  When  a  clause 
stating  a  reason,  explanation,  or  enumeration  is  added 
to  a  preceding  sentence,  it  should  be  preceded  by  a  semi- 
colon, if  introduced  by  a  connecting  word,  but  by  a  colon 
if  not. 

EXAMPLES 

You  should  gather  all  you  can  ;  for  it  will  be  needed. 
You  should  gather  all  you  can  :  it  will  be  needed. 

NOTE)  I.  A  comma  is  sometimes  used  when  the  sentences  are 
very  short  and  the  connection  close  ;  as,  "Be  just,  and  fear  not." 
"Think  much,  fear  little." 

NOTE  2.  .As,  namely,  thus,  and  that  is,  when  used  to  connect 
an  example  with  a  rule,  should  be  preceded  by  a  semicolon,  and 
followed  by  a  comma  ;  as,  There  are  two  divisions  of  Grammar  ; 
namely,  Etymology  and  Syntax. 

240 


THE  COLON 

The  Colon  is  used  to  mark  a  division  next  greater  than 
that  indicated  by  the  semicolon,  and  next  below  that  of 
the  period. 

Two  rules  have  already  been  given  for  the  use  of  the 
colon,  see  RULE  5,  also  NOTE,  RULE  3,  under'  "Semi- 
colons. ' ' 

RULE  i .  Greater  Divisions.  The  Colon  is  generally 
used  between  the  divisions  of  a  sentence  that  are  sub- 
divided by  semicolons. 

EXAMPLE 

"The  three  great  enemies  to  tranquility  are  vice, 
superstition  and  idleness :  vice,  which  poisons  and  dis- 
turbs the  mind  with  bad  passions ;  superstition,  which 
fills  it  with  imaginary  terrors ;  idleness,  which  loads  it 
with  tediousness  and  disgust." 

RULE  2.  Direct  Quotations,  if  long,  or  formally  in- 
troduced, should  be  preceded  by  a  colon. 

NOTE  I.  "  If,  in  reading,  the  introduction  takes  the  falling 
inflection  on  the  last  word,  it  is  formal  ;  if  it  takes  the  rising  in- 
flection it  is  informal,  and  requires  a  comma." — Westlake. 

EXAMPLES 

He  rose  and  said  :  "I  did  not  come  here  this  evening 
with  the  intention  of  speaking. ' ' 

Thomas  Jefferson,  in  speaking  of  indolence,  said  :  "  Of 
all  the  cankers  of  human  happiness,  none  corrodes  with 
so  silent,  yet  so  baneful  an  influence  as  indolence. 

241 


EXAMPLE 

When  the  meeting  was  called  to  order,  the  president 
rose  and  said : 

' '  Gentlemen,  it  is  with  great  pleasure  that  I  introduce, ' ' 
etc. 

RULE  3.  Yes  and  No.  These  words  should  be  fol- 
lowed by  a  colon  when  equivalent  to  an  answer  that  is 
afterwards  expressed  in  full. 

EXAMPLES 

.    Will  he  go  now  ?     No  :  he  cannot  go  now. 

Are  you  nearly  ready  ?  Yes,  kind  friend  :  I  will  soon 
be  ready. 

NOTE.  In  such  cases  as,  "Yes,  sir,"  "No,  my  lords,"  etc.,  the 
colon  should  come  after  the  last  word  ;  thus,  Yes,  sir  :  I  will  go 
with  you.  No,  my  lords  :  I  cannot  agree  to  your  proposition. 

RULE  4.  The  Expressions,  as  follows,  to  proceed, 
to  conclude,  etc.,  when  used  to  introduce  an  enumera- 
tion or  example,  or  when  placed  at  the  beginning  of  a 
paragraph  and  referring  to  the  whole  of  it,  should  be 
separated  from  what  follows  by  a  colon  ;  as,  To  conclude  : 
your  education,  in  its  truest,  noblest  sense,  can  never  be 
completed. 

NOTE.  Viz.  should  always  be  preceded  by  a  comma  and  fol- 
lowed by  a  colon  ;  as,  "  There  are  three  cardinal  virtues,  viz. :  faith, 
hope,  and  charity. 

RULE  5.  A  Formal  Salutation  in  a  letter ;  as,  Dear 
Sir,  Gentlemen,  etc.,  should  be  followed  by  a  colon, 
when  the  body  of  the  letter  begins  on  a  line  below. 

242 


EXAMPLES 

Dear  Madam  :  We  enclose  check  for  balance,  etc. 
Gentlemen  :  Your  favor  is  before  us. 

NOTE.     When  the  body  of  the  letter  follows  immediately  after 
the  salutation,  on  the  same  line,  the  colon  and  dash  are  both  used. 

EXAMPLES 

My  dear  Sir  : — Your  favor  of  the,  etc. 
Dear  Sir  : — We  will  accept  your  proposition,  etc. 


THE  PERIOD 

RULE  i .  Place  a  period  at  the  end  of  every  declara- 
tive and  imperative  sentence. 

EXAMPLES 

James  went  west  to  Colorado.     Go  at  once. 

RULE  2.     Place  a  period  after  every  abbreviation. 

EXAMPLES 

M.  D. ,  for  Doctor  of  Medicine;  M.  C.  for  Member  of 
Congress ;  Feb.  for  February  ;  Esq.  for  Esquire,  etc. 

NOTE.  When  figures  are  used  to  number  sections,  etc. ,  a  period 
should  be  placed  after  the  figure  ;  as  "Three  things  are  needed  : 
i.  Food.  2.  Clothing.  3.  Medicine. 

A  period  should  also  be  placed  after  letters  when  used  as  num- 
bers ;  as,  Chapter  XX.,  Verse  V. 

243 


INTERROGATION  POINT 

RULE  i.  Place  an  interrogation  mark  after  every 
question  admitting  an  answer. 

EXAMPLES 
When  did  you  go?     I  ask,  what  is  to  be  done? 

NOTE  i.  An  interrogation  point  does  not  always  mark  the  end 
of  a  sentence  ;  as, 

The  question,  How  shall  we  go  ?  must  be  decided. 

NOTE  2.  When  several  questions  have  a  common  dependence 
on  some  preceding  word  or  clause,  an  interrogation  point  should 
be  placed  after  each  question  ;  as,  When  did  he  go  ?  for  what  pur- 
pose ?  with  whom  f 

If,  however,  the  word  or  phrase  on  which  the  series  depend 
comes  last,  but  one  interrogation  point  is  used,  and  that  at  the  end  ; 
as,  When,  for  what  purpose,  with  whom  did  he  go? 

NOTE  3.  An  interrogation  mark  is  sometimes  used,  even  though 
the  words  are  not  put  in  the  form  of  a  question  ;  as,  You  will  call 
soon? 


THE   EXCLAMATION 

The  exclamation  point  should  be  used  after  every  ex- 
pression or  sentence  denoting  strong  emotion.  What 
bravery  !  Save  me  ! 

NOTE  i.  An  interjection  is  generally  followed  by  an  exclamation 
point.  Unemphatic  interjections  either  have  no  point  after  them, 
or  else  are  followed  by  a  comma.  O  seldom  takes  any  point  imme- 
diately after  it. 

EXAMPLES 

Alas*!  I  am  no  longer  rich. 
Oh  !  it  hurts. 
Oh,  yes  :  we  will  go. 
O  my  country  ! 

244 


NOTE  2.  Where  the  interjection  forms  part  of  the  clause  or  ex- 
pression, the  exclamation  point  should  be  placed  at  the  end  of  the 
clause  or  expression  ;  as,  O  vain  man  !  Oh  that  I  could  make  him 
happy  ! 


THE  DASH 

This  point  is  greatly  misused  by  many,  especially  by 
young  writers,  and  considerable  care  should  be  exercised 
in  its  use.  Do  not  employ  the  dash  where  another  point 
could  be  substituted  for  it  without  changing  the  mean- 
ing. 

RULE  i.  Abrupt  Changes  in  construction  or  senti- 
ment should  be  marked  by  a  dash. 

EXAMPLES 

Could  it  have  been  James — but  no,  I  do  not  believe  he 
would  go. 

He  was  great — in  his  own  estimation. 

RULE  2.  Use  the  dash  to  denote  a  summing  up  of 
particulars  ;  as,  You  will  be  supplied  with  paper,  pens, 
ink  and  pencils, — everything  needed. 

He  has  lost  home,  friends,  wealth,— everything. 

RULE  3.  Parenthetical  Expressions,  less  closely  con- 
nected with  the  rest  of  the  sentence  than  would  be  indi- 
cated by  commas,  should  be  inclosed  in  dashes  ;  as, — 

I  saw— probably  owing  to  the  reflected  light — the  figure 
of  a  man. 

' '  Religion — who  can  doubt  it  ? — is  the  noblest  theme 
for  the  exercise  of  the  intellect." 

245 


4.     The  dash  is  sometimes  used  at  the  end  of 
an  extract,  before  the  name  of  the  author  or  work ;  as, 
The  rose  is  the  finest  when  'tis  budding  new. — Scott. 


MARKS  OF  PARENTHESIS 

RULE  i.  The  curves  are  used  to  inclose  words  or 
figures  inserted  in  a  sentence  by  way  of  comment,  but 
having  little  or  no  connection  with  the  sentence  ;  as, 

This  error  ( if  error  it  were)  caused  the  loss  of  twenty 
lives,  and  the  destruction  of  much  valuable  property. 

Please  send  us  (if  you  have  in  stock)  three  dozen 
"Ideal"  Copy  Holders. 

NOTE.  When  a  point  would  be  required  between  the  parts  of  a 
sentence,  in  case  no  parenthesis  were  there,  then  said  point  should 
follow  the  last  curve,  unless  there  is  a  point  within  the  curves, 
in  which  case  it  should  precede  the  first  curve  ;  as, 

While  the  self-respecting  man  seeks  the  good-will  of  others  (and 
there  is  no  reason  why  he  should  not),  he  will  not  stoop  to  dis- 
honorable means  to  obtain  it. 

While  the  self-respecting  man  seeks  the  good-will  of  others,  (and 
why  should  he  not?  )  he  will  not  stoop  to  dishonorable  means  to 
obtain  it. 


QUOTATION  MARKS 

RULE  i.  All  quoted  or  borrowed  expressions  should 
be  enclosed  in  quotation  marks  ;  as,  The  Bible  says, 
"Thou  shalt  not  steal."  John  said,  "  I  will  surely  be 
there." 

246 


NOTE  i.  A  writer  may  quote  words  previously  used  by  himself  ; 
as,  I  can  only  repeat  what  I  wrote  you  before,  "  I  cannot  accept." 

NOTE  2.  Sometimes  a  quotation  is  changed  somewhat ;  that  is, 
the  exact  words  are  not  given.  In  such  cases  the  change  of  word- 
ing should  be  indicated  by  using  only  one  of  the  quotation  marks 
at  beginning,  and  one  at  end  of  quotation.  When  the  remarks  of 
others  are  stated  in  our  own  language  no  quotation  marks  should 
be  used. 

NOTE  3.  When  a  quotation  is  inclosed  within  another  quota- 
tion, the  inclosed  one  should  have  only  single  marks  ;  as, 

I  have  seen  it  stated,  "  The  command  '  Thou  shalt  not  kill,'  for- 
bids many  crimes  besides  that  of  murder." 

When  the  internal  quotation  comes  at  the  end,  three  apostrophes 
are  used  ;  as, 

Some  one  has  said,  "  What  an  argument  for  prayer  is  contained 
in  the  words,  '  Our  Father  which  art  in  heaven  ! '  " 


247 


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